Peter is 9 year old student that is full of energy and always has a smile on his face. He enjoys physical activity including running. He also has a competitive nature and enjoys a challenge. Peter has been diagnosed with Down syndrome; however that does not stop him from keeping a positive attitude. Peter enjoys going to school and expresses interest each time he is asked. Peter likes animals, particularly cows. Peter learns best when looking at pictures. He can tell me exactly what something is when I present him something, he is also good at reading things we went through a lot of flash cards in our time spent together. The CTAPE was given in 3 different sections of the building we were in. The testing took place mostly in the racquetball courts and also in the gymnasium and the hallways.
TGMD LEVEL 2 PRE TREST
1. Sport Skills
a. When striking a ball Peter was able to grip the bat properly a majority of the time, his stance was lined up correctly most of the time and he was able to transfer his body weight up to the front. Some of the things he lacked in were to contact the bat and the ball and to have hip and shoulder rotation during his swing. 3 (TGMD) Max Score - 10
b. When performing the stationary dribble Peter was only able to perform 1 of the performance criteria’s and that was to push the ball with his fingertips. Peter struggled contacting the ball with one hand at about belt level he only wanted to dribble it when it was about up to his chest; he also struggled when trying to maintain control of the ball for 4 consecutive bounces. 1 (TGMD) MS - 8
c. Peter did a good job when it came to catching an object his preparation phase was good he hand his hands out in front and his elbows were flexed, and he would extend his arms most of the time but not every time. Sometimes he would try and use his whole arms as a “basket” but after a little work he began to try and only use his hands. 4 (TGMD) MS-6
d. Peter did a great job when performing the kicking skill. This was one of his strong points. Peter have a rapid continuous approach to the ball every time, and kicked the ball with either his shoe laces or the inside of his foot. The only thing Peter struggled with was to have an elongated stride or leap immediately prior to the contact of the ball.5 (TGMD) MS-8
e. Peters overall strongest skill was the overhand throw, he was able to rotate his hip and shoulders to a point where the non-throwing side faces the wall and his weight transferred by stepping with the foot opposite the throwing hand every time. Also after a few trials he was able to wind up with a downward movement with his hand and arms and follow through with the ball. 6(TGMD) MS- 8
f. The last sport skill I had Peter perform was the underhand roll. Peter had a tough time with doing this correctly and following the cues. I think at this time he was bored with the lesson and just wanted to play a game so next time we are going to start with this skill. 0 (TGMD) MS -8
SUBTEST TOTAL: 19
2. Fitness Skills
a. The first skill I had Peter perform that related to fitness was a run. Peter performed very well when running his arms moved in opposition to legs and his elbows were bent, there was also a brief period when both of his feet were off the ground, and his nonsupport leg was bent at approximately a 90 degree angle. The only thing we had to work on was teaching how to land from heel to toe. 7 (TGMD) MS-8
b. The second skill I had Peter work on was galloping. Peter also did a good job when performing this skill, both of his arms were bent and lifted to waist level, Peter also had a lead foot and his back foot was trailing his steps. After a little work I got him to get both of his feet off the floor for a brief period. The only thing Peter and I have to work on is maintaining a rhythmic pattern. 5 (TGMD) MS-8
c. The third skill Peter and I worked on was hopping. Peter did pretty well with this there were some parts where he needed assistance but overall he understood how to do it. Peter was not swinging his arms forward to produce force forward which was making it more difficult for him to keep his balance. He was able to land 3 consecutive hops in a row, and have the foot of his nonsupport leg remain behind his body. 4 (TGMD) MS-10
d. The next fitness skill Peter and I worked on was leaping. On the first trial peter did not take off on one foot and then land on the opposite foot but on the second try he did succeed with this. Both times he performed this there was a period where both feet left the ground. The one thing we still need to work on is to have a forward reach with the arm opposite of the lead foot. 3 (TGMD) MS-6
e. Peter struggled a bit when performing the horizontal jump. His weak points were taking off and landing on 2 feet and having his arms thrust downward during the landing. He did however have flexion in both knees and his arms extended behind his body. 3 (TGMD) MS-8
f. One of Peter’s strongest performances was the slide and I think it was also his favorite. He had his body turned sideways so his shoulders were aligned with the line on the floor. Peter had a lead foot and a follow foot when sliding. After correction he was able to have a minimum of four consecutive slides. 6 (TGMD) MS-8
SUBTEST TOTAL: 28
GENERAL OBSERVATIONS/ RECOMENDATIONS
Peter is a very enthusiastic kid. He is full of excitement and loves to be moving constantly. It isrecommended that peter works on his fundamental movement skills such as dribbling, throwing and catching. His strengths revolve around fitness. Peter is a very hard worker and always completes the number of pushup or sit ups I have set up for him, which can range from 10-15 at a time. I would have to say that he has very good muscular and cardiovascular endurance and has to work more on his agility, coordination, and his balance.
TGMD 2 POST TEST
1. Sports Skills
a. When Peter performed the skill striking a stationary ball he did much better this time. He improved in the areas of having dominant hand grips above the non-dominant hand, having his hip and shoulders rotate during his swing and to transfer his body weight to the front. 6 (TGMD) MS-10
b. The next skill I assessed Peter on was the stationary dribble. Peter did a little better this time than the last he was able to improve his ball contact with one hand at about belt level. 2 (TGMD) MS-8
c. The third skill I assessed Peter on was catching. Peter did a better job this time with catching he was able to make improvements on extending his arms while reaching for the ball as it arrives. 5 (TGMD) MS- 6
d. The next skill I assessed Peter on was kicking. There were no changes to his score while performing this skill. However I do not think much improvement was necessary Peter score was fairly well, I am sure by next year he will have it down much better. 5 (TGMD) MS-8
e. The next skill I had Peter perform was the overhand throw. Peter did better on this skill on this assessment he was able to make improvements during his follow through, he had to follow through beyond ball release diagonally across the body toward the non preferred side. 7 (TGMD) MS-8
f. The last sport skill I assessed Peter in was the under hand roll. Peter made a great deal of improvement during this assessment. He mad Improvements by having his preferred hand swing down and back, bending his knees to lower his body, and releasing the ball close to the floor without letting it bounce more than 4 inches. 4 (TGMD) MS- 8
SUBTEST TOTAL – 29
2. Sport Skills
a. The first sport skill me and Peter went over was running. There was no change in score for this skill. However that is not a bad thing because he performed this very well the first time he was 1 point off from having a perfect score both time. 7 (TGMD) MS-8
b. The next skill I assessed Peter on was galloping. Peter did better this time performing the gallop. He improved by having both of his feet leave the ground for a brief period of time and was able to maintain a rhythmic patter for four consecutive gallops this time. 7 (TGMD) MS-8
c. The next skill I assessed Peter on was hopping on one foot. Peter made a lot of improvement during this skill from the first time I assessed him. On this assessment his arms flexed and swung forward to produce force, and he was able to take off and land on the preferred and non preferred foot for 3 consecutive times. 7(TGMD) MS-10
d. The next skill I assessed Peter on was leaping. Again Peter made improvement on this skill as well. This time when Peter performed the skill leaping he was able to take off on one foot and then land on the opposite foot. 4 (TGMD) MS-6
e. The next skill I assessed Peter on was the horizontal jump. Peter also made a great deal of improvement when performing this skill. This time when performing this skill his arms extended forcefully forward and upward while reaching ful extension above his head. 5 (TGMD) MS-8
f. The last fitness skill I assessed Peter on was sliding. The first time Peter performed this skill it was pretty good but this time he perfected it! He was able to slide a minimum of four cycles both ways, he did great! 8 (TGMD) MS-8
SUBTEST TOTAL - 38
The Individualized Educational Program (IEP)
Student – Peter
Lab – Monday 6pm
Fall Semester 2011
SUNY Cortland Sport + Splash APE program
Present Level of Performance
Peter is a 9 year old boy with a very exciting personality, his body type is very skinny, and he is also at an average height for his age. Our first class together took place in the rock wall gymnasium, after the first day we continued the rest of our time together in the racquetball courts because it was easier for him to focus with less going on around us. I used the TGMD for Peters Pre and Post assessments.
Peter was a lot of fun to work with this year, after spending so much time with him I was able to point out some of his strengths and his weaknesses. Peters strengths was his physical fitness skills such as pushups, sit-ups, jumping jacks, etc..He was able to perform these well from the first day and by the end of the semester he was even better at it. Peter’s weaknesses dealt with striking and catching objects, however throughout the semester we were able to make a lot of improvement.
Knowing Peters present level of performance I think when he wants to work with other students he would be able to participate in a general physical education class. Peters performance is much better when we worked 1 on 1 in the racquetball courts, however I would like to continue improving his social skills and working together with large groups.
Peter is a really great kid and a lot of fun to be around; every time I worked with him he came up to me with a smile ready for whatever I had planned for him. Sometimes Peter likes to lay down or sit on the floor so I would always have floor exercises prepared just in case. The most effective warm up activities I had with peter involved index cards with fitness skills on them. When Peter and I worked alone we would get a lot done, however if somebody overlooked us or we worked with other students it was much harder to keep his attention and focus on me. Peter enjoyed doing the activities much more as long as I participated which I did not mind at all, I think it made the lessons more exciting for the both of us.
Long Term Goals and Short Term Objectives
Psychomotor Long Term Goal
- By the end of the semester Peter will be able to perform all the loco motor skills we have went over 4/5 times using all the proper cues.
Short Term Objectives
-Peter will be able to correctly throw a tennis ball 4/5 times using the proper cues
-Peter will be able to correctly catch a ball 4/5 times using the proper cues depending on the size of the ball
-Peter will be able to dribble a basketball for 3 consistent dribble by using the proper cues
Fitness Long Term Goal
- By the end of the semester Peter will double the amount of sets he can do when performing a fitness skill. Ex: Beginning of year Peter performs 10 pushups at a time, end of year he will perform 20.
Short Term Objectives
- Peter will be able to perform 20 pushups correctly by using the proper cues
- Peter will be able to perform 20 sit-ups correctly by using the proper cues
- Peter will be able to perform 20 jumping jacks correctly by using the proper cues
Cognitive Long Term Goal
- By the end of the semester Peter will be able to recite or demonstrate all the proper cues when called upon for the activities we have went over this year.
Short Term Objectives
- Peter will be able to recite or demonstrate the cues of throwing when called upon
- Peter will be able to recite or demonstrate the cues of catching when called upon
- Peter will be able to recite of demonstrate the cues of dribbling a basketball when called upon
Affective/ Behavior Long Term Goal
- By the end of the semester Peter will be able to demonstrate respect for all of his students and Teachers, follow the rules that are presented to him, and listen to all directions in every class.
Short Term Objectives
- Peter will be able to recite the gymnasium rules when 4/5 times when call upon
- Peter will demonstrate respect for his teacher and classmates 5/5 times when in class
- Peter will only perform activities when teacher says it is okay 4/5 times
Some of the health concerns I have for Peter is to keep an eye on him because he will try to put things in his mouth and chew on them, Peter also needs to be brought to the bathroom before you do any activities to avoid him having any accidents.
Throughout our time spent together I have come to notice Peter is on his best behavior when you work with him 1 on 1. When Peter is brought into a larger group he gets a little uncomfortable and does not really want to participate all of the time. It is important to get Peter out there and to work on his social skills.
The only thing I had to modify for Peter this year was when we worked on striking with an object. I had Peter hit a ball off of a tee I started with a large bouncy ball and we eventually worked our way down to a tennis ball.
One teaching strategy I found very effective was to participate in the activities with Peter, it made the activities a lot more fun for the both of us. Another teaching strategy I used was to bring Peter down to the racquetball courts, the reason I did this was because when there is less going on around Peter he is more focused on learning. Another teaching strategy I used was to try and include task cards with the activities we would do, Peter really enjoyed working with task cards.
Mondays 6-8 pm, 1 day a week for 1 hour at a time.
Students will receive progress reports. Certain goals will be set for the students and the improvement towards that goal will be recorded.
Student Progression towards Adulthood
Peter is very active student and has a high skill level in the fitness category. Peter also has a great stamina, he was able to work through a whole lesson non-stop at a fast pace. Peter is a fast runner and I believe he should be introduced to running competitively in the future.
Peter is a highly enthusiastic student with a great personality. I recommend that Peter keeps up with his fitness by going to the gym, and to join the track team when gets the opportunity.