The generality and specificity of motor ability theory is investigated in this article. Implications for physical educators and coaches, in relation to application of motor ability and motor learning theories to physical skill acquisition, are offered. (DF)

The article points out the importance of deciding what kind of perceptual problem a child has and providing the appropriate kind of perceptual motor program. (CD)

This investigation examined patterns of participant's movement purpose values to see if there were differences in value due to gender, type of activity, and skill level of participant. Implications of the findings are discussed, and program designs are suggested. (MT)

A recent development in elementary physical education is the use of Schema theory as a basis for teaching and understanding the acquisition of motor skills by children. This theory suggests how children learn and perform a variety of movements. (DF)

Competitive stress occurs when a child perceives that he is not performing to athletic standards. Results of a study done on boys from 16 soccer teams indicate that pregame stress was influenced by the child's perceived capabilities, and postgame stress was influenced by his perception of his actual performance. (JN)

A survey of physical education teachers revealed three basic problem areas in coeducational physical education classes: (1) physical contact-sexuality problems; (2) motor skill difference problems; and (3) problems arising from lack of knowledge or skills of instructors. (MJB)

The influence of physical fatigue on motor skills learning was examined in a study where subjects were scored on performance of both fatiguing and learning tasks. Results are discussed. (DF)

Computers can be used to help develop physical proficiency in the handicapped student if appropriate software is used. Suggested computer use for various educational purposes includes sports games, assessment, simulation, and accommodation of severe disabilities. (DF)

A study to assess gross and fine motor control within pairs of twins and between twins and singletons found that singletons out-performed twins in motor development. There were no apparent performance differences by sex or between the first- and second-born twins. Research methodology and analysis of data are presented. (DF)

The development of ontogenetic movements--complex, learned skills such as throwing--is greatly influenced by socialization experiences provided by parents. Girls, as well as boys, should be given the opportunity to learn and develop these skills during preschool years. (PP)

A number of movement skills for young children, based on Ambrose Brazelton's recording, "Only Just Begun," are presented. (LH)

The purpose of this study was to examine elementary school students' accounts of optimal challenge. Twenty-seven children (aged 7-9 years) participated in semi-structured interviews during which they were shown a video-recording of their participation in a physical education class and invited to describe their experiences of optimally challenging…

The technological progress in our modern society has reduced the amount of time a child engages in vigorous physical activity. A sound physical education program in the elementary school provides growth and development benefits, physiological and medical benefits, cognitive and academic benefits, and psychosocial benefits. (MT)

Teachers should not allow the current popularity of movement education to alter their approach to physical education without first considering the limitations as well as the merits of movement education. (RC)

There are enormous differences in a child's ability to learn and perform movement skills. The mastery learning model matches student needs to quality and quantity of teaching. This article summarizes findings from mastery learning research in the cognitive domain and offers suggestions for applications of the mastery strategy. (DF)