This study examined the sequencing of instruction in a course in physical therapy. In the first phase, a procedural elaboration sequence was designed using the Simplifying Assumptions Method. In the second phase, a prescriptive-theoretical elaboration sequence independent of the procedural sequence was designed. A descriptive-theoretical elaboration consisting of principles which describe how the procedures work was designed in the third phase. In the final phase, the three sequences were integrated into a single course sequence. A prescriptive-to-descriptive-to-procedural sequence was selected as the logical order of presentation. Results show that it is possible to have parallel elaboration sequences of different content orientations (procedures and principles) integrated within a given course. Advantages of this design include: (1) students progress from simple to complex principles and procedures at the same time; (2) students develop both procedural and theoretical schemata while learning the interrelationships between the schemata; and (3) the designer is reminded of procedures or principles which might otherwise be missed. The phases and steps for designing related elaboration strands are outlined. The appendixes include an outline of the Simplifying Assumptions Method and the initial and revised blueprints for each of the three elaboration sequences. (13 references) (MES)