The generality and specificity of motor ability theory is investigated in this article. Implications for physical educators and coaches, in relation to application of motor ability and motor learning theories to physical skill acquisition, are offered. (DF)

The development of ontogenetic movements--complex, learned skills such as throwing--is greatly influenced by socialization experiences provided by parents. Girls, as well as boys, should be given the opportunity to learn and develop these skills during preschool years. (PP)

A number of movement skills for young children, based on Ambrose Brazelton's recording, "Only Just Begun," are presented. (LH)

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…

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)

A theoretical framework for incorporating relaxation instruction in the physical education curriculum is presented based on the assumption that relaxation is a muscular-skeletal skill benefitting general motor skill acquisition. Theoretical principles, a definition of relaxation, and an analysis of stages of skill development are also used in the…

Addresses three issues regarding developmentally appropriate physical education: what it means; what teachers must know (change occurs in an orderly, sequential fashion and is age and experience related); and how teachers can implement it (be skilled observers of movement and be clear about the purpose of the task). (SM)