American youth sport has changed in the past few years to incorporate females into programs once reserved for males. Research into the physiologies of females supports the fact that no evidence exists for the segregation of children into gender-determined groups for athletic participation. (JN)

Although exercise and physical fitness programs for youth are required curriculum in most schools, the sport coach may not be properly trained in the physiological development of children. Some general guidelines are suggested for planning strength and flexibility exercises for youth in sports. (JN)

A more constructive view of cultural socialization would promote cooperation rather than competition; cooperation is a value that children learn naturally through social interaction in forming and maintaining their own games. (MM)

The purpose was to examine the effect of Brain Gym on learning the overhand throw among 42 first grade students. Participants from two intact classes were randomly assigned to an experimental or control condition. Students were tested before and after a 5-week intervention using the object control subtest from the Test of Gross Motor Development-2…

Strategies are described for combining students of different ability levels in games and sports with consideration of movement and fitness demands, purpose and skill complexity, environmental considerations, and cognitive and social considerations. (CB)

The sensory-motor bases of motor rehabilitation and current instructional theory about how handicapped children learn motor skills are explained. Strategies for organizing learning sessions, techniques of skill instruction, and the use of reinforcing feedback to maximize educational opportunities for handicapped children are discussed. (PP)

Teaching implications for the instruction of mentally retarded persons in the skill of overarm throwing are provided. A sequence is described that allows instructors to observe both body part actions (components) and whole body patterns (profiles), which makes it amenable to the task analysis approach. (JN)

The physical educator or teacher-coach needs to be able to analyze body movement, understand movement patterns, and be aware of factors which affect performance. Types of body movement analyses include kinematic analysis and kinetic analysis. Factors affecting skill performance fall into physiological, psycho-sociological, and environmental…

Suggestions for a modified indoor tennis game, for activities to develop body reference in young children, and for a drill to aid students with depth and space perception difficulties are presented. (LH)

The article discusses current instructional grouping methods typically used in physical education, as well as potential legal ramifications. Physical educators must carefully choose grouping strategies for how well they protect students and enrich learning experiences, not for convenience. (CB)

Study examined the perceptions and coping behaviors of low-skilled sixth graders in physical education. Interview and field observation data indicated that students used several strategies to cope with repeated failure (avoiding the task, remaining silent, acting out, and trying to execute skills in the face of classmate criticism). (SM)

Mild and moderately mentally retarded adults were presented with videotape recordings of standing broad jump practice to assess the effect of feedback as a teaching technique. Results indicate that videotape and extrinsic verbal feedback did not positively affect skill mastery or acquisition. Recommendations for further research are offered. (DF)

Microcomputers can be an asset for the physical educator in dealing with special education students. Factors to keep in mind when exploring the use of computers in the classroom are offered. (DF)

Mainstreaming malpractice results from placement of a disabled child into an inappropriate environment. The events which led to the present status of mainstreaming in physical education are explored in this article. Recommendations for alternative placement of children with special psychomotor needs are offered. (DF)

This paper suggests: (1) how to increase the amount of practice that an athlete can work in during the day; and (2) ways to enhance practice for maximum performance gains. Research information about both physical and mental forms of practice are synthesized. (PP)