Seven suggestions for interesting, effective dance instruction in elementary school are presented: (1) don't call it dance; (2) begin gradually; (3) start with a cooperative class; (4) use props; (5) use vigorous movements; (6) avoid "dance to the music"; and (7) progress from movement to imagery. (MJB)

The purpose of this article is to share with teachers selected information from the literature of motor learning which may stimulate thinking and generate interest in research on the questions pertinent to the problem of teaching game skills. (JD)

The successful development of a basic movement program depends on the teacher's ability to recognize and to work effectively with varying levels of student motor and cognitive proficiency. (LH)

Teachers who communicate a clear intent to improve students' motor performance present tasks holistically, concretely, and briefly. Movement skills in a physical education lesson are developed primarily by presenting and working with tasks while students are actually moving. (JN)

The importance of learning new movement skills is shown in relation to learning folk dances. Folk dancing not only improves physical skills, but also results in an understanding and appreciation of the richness of other cultures. (JN)

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)