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)

The model established guidelines for a perceptual motor program for learning disabled children in the areas of student evaluation, choice of activities, goal setting, practice sessions, and reinforcement. (GW)

Examines the need for physical education for preschool children, and suggests ways in which physical educators could become involved. (PB)

Instruction in movement through physical education should be an integral part of the preschool and nursery school. (RC)

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)

A motor development program for younger children to prove a laboratory for undergraduate and graduate students of physical education indicated that such a program is needed in elementary schools for the development of good motor control and skill. (JD)

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)