Talent in delivering a strong second serve is not due to a special psychological quality but rather to training consistent with the acquisition of all types of motor skills. (LH)

An undergraduate course in motor learnings was offered to get students to read widely, think deeply, and write extensively about motor learning. (JA)

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)

All teachers of physical education have in common the fact that they are teaching their students how to move their bodies effectively, efficiently, and gracefully. (JD)

Five outdoor games beneficial to the development of children's motor skills are described. (LH)

The concept of gymnastics as body management gives unity of purpose to all forms of gymnastic activity and provides the substance of a rationale for increased opportunities for all children to participate in gymnastic activity. (JD)

In view of the All Handicapped Children Act of 1975 (Public Law 94-142) it seems just and logical that all children, not only the handicapped, are entitled to an individualized treatment by sports and physical education personnel. (LH)

Descriptions of three games appropriate for elementary school and handicapped children in physical education are provided. (JMF)

Mini-volleyball, lead-up games, and tournaments are described. (PS)

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 results of this survey support the position that universities and colleges are developing an emphasis on motor development programs. (LH)

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)

Both physical education and youth sport are essential for the motor development of children. Sport-specific skills should be built on a sound movement foundation. Children need to be allowed to mature and to develop to higher levels of proficiency before being thrust into a competitive environment. (JN)

Advances in the area of biomechanics assisted by the use of cinematography and computers are outlined. (JMF)

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)