Psychomotor, or physical education skills, can be tested through the use of various measures which employ one or more sport-specific objective measures, such as norm- or criterion-referenced tests, or subjective measures, such as teacher ratings or student self-rating. Norm-referenced tests embody standards which are set relatively for the purpose of discriminating among individuals. Criterion-referenced tests set an absolute standard for a specific domain of tasks. To achieve sex-integrated physical education that provides equal educational opportunity and lessens sex-roles stereotyping, results of criterion-referenced skill tests can be used to assign students to similar skill groups or mastery levels. Instructional approaches will need to be adjusted to accommodate ability differences. If students are assigned to a class composed of students of similar ability, traditional instructional strategies may be successful. Placing students in skill-integrated classes will require a differentiated approach, using either small, similar ability groups or individualized instruction. Differentiated approaches are generally accepted as the best means to provide sex-fair instruction, but they are often not used because of lack of materials or time and because physical education teachers are not well prepared to apply them. (Author/JD)