Evaluation of students' dance performance provides feedback for developing skills and self-awareness. (JD)

Suggestions are made for applying research findings to the teaching of physical education. (JD)

An example of a stability movement course for preschool children is presented. (JMF)

A laboratory for undergraduate physical education students was designed to apply academic theory to practical questions concerning the selection, quality, and performance of sport equipment. Various tests were conducted in an attempt to evaluate the performance of leather v synthetic basketballs. (JN)

Instructors of professional preparation courses for teachers have too often neglected responsibility for application of theory into practice. The Basic Stuff Series is envisioned as a medium through which disciplinary scholars and professional physical education practitioners can share their expertise. (JN)

Practice and repetition are necessary for the acquisition of motor skills. Effective practice depends on: (1) a clearly defined goal or purpose; (2) a carefully structured, gamelike progression of practice opportunities; and (3) the provision of feedback or knowledge of the results of the motor performance. (JN)

The Basic Stuff project is an effort to include more general concepts such as the effects of exercise, the learning of a new skill, and psychological factors influencing performance. The Basic Stuff Series attempts to summarize for teachers appropriate concepts and teaching methods. (JN)

Improvisation and imagery should be used to strengthen the thin bond between creativity and motor development in children. The approach to dance as an improvisational tool should be made more concrete when working with special populations such as mentally handicapped students. (JN)

Movement programs have the potential to make a significant contribution to the goals of aesthetic education. Movement professionals must be prepared to articulate and to demonstrate physical education's contributions towards the realization of these goals. (CJ)

Learning, beginning in infancy, depends chiefly upon the nature and quality of movement experiences. Since 50 percent of a child's potential for learning is developed by age five, it is essential that movement programs be devised for children of preschool age. Movement programs must be geared to the individual child's developmental level. (JN)

Movement is motivated, encouraged, and governed by psycho-social development, motor development, and humanistic principles as well as by exercise physiology and kinesiology. The Basic Stuff series identifies the body of knowledge which underlies purposeful movement and can be integrated into concept or fundamental skill curricula. (JN)

Adapted physical education is the focus of articles on changing attitudes, perceptual motor training, adapted epee fencing, the role of teacher aides in adapted physical education classes, parent education, and developing individual skills. Guidelines and a short bibliography for developing an adapted physical education curriculum are provided.…

Curriculum theory is a rationale for defining purpose, selecting objectives, and determining content. Two rationales, movement analysis, and developmental stages are discussed and evaluated, in terms of their purposes, objectives, content, and teaching methods. (JN)