Generic competencies in physical education have been drawn up in Michigan based on student-oriented competencies rather than activity-oriented statements. The competencies are classified as psychomotor, affective, or cognitive. (JMF)

Most authorities consider balance to be a component of skill-related physical fitness. Balance, however, is directly related to health, especially for older adults. Falls are a leading cause of injury and death among the elderly. Improved balance can help reduce falls and contribute to older people remaining physically active. Balance is a…

Opportunities for the enhancement of total development must be available to children once they enter the educational system. The physical education program of the total school curriculum should provide these opportunities. Striving for the total development of children through physical activity is explained in the model for "thinking and feeling…

The relative importance of the skill, fitness, and social objectives of physical education have always stirred debate among physical educators. The profession would have been better served, it is argued, if more time had been spent strengthening each objective rather than arguing the merits of these desirable goals. The first section of this paper…

This guide provides a detailed summary of the information, techniques, and examples offered in an audiotape developed to help students teach themselves physical skills. After section I introduces the topic and the objectives of the tape, section II provides concrete examples of adults learning motor skills. Section III presents and discusses nine…

This booklet was prepared to introduce a variety of low organized games and to relate them to a particular skill objective in the "K-12 Physical Education Curriculum Guide" developed by the Manitoba Department of Education. The games are designed to be used in the last 10 to 15 minutes of class time, after needed skills have been taught.…

This paper suggests and examines four ways in which the "Taxonomy of Educational Objectives" needs reforming. When a teacher assumes that all educational objectives belong to one of this taxonomy's three categories--cognitive, affective, or psychomotor--then trying to fit certain important kinds of objectives into the taxonomy becomes…

An emotional or affective dimension (artistic) in which students' feelings are positively engaged in the learning process is missing from much of the traditional curriculum. (JD)

Physical education objectives have been classified and interpreted in a variety of ways; however, new knowledge and insights make it necessary to critically analyze them and refine interpretations of their significance. (JD)

Discusses major issues related to youth sport including definition of terms, development of motor skills, and relationship of physical activity to other aspects of development and to sex roles. Practical suggestions for the classroom teacher are presented to help them prepare children for an active and healthy life. (AS)

Effects of goal setting on motor skill performance were studied with 93 fifth graders who were asked to set their own performance goals, given high but attainable teacher-set goals, or given a general goal (do your best). Specific goals set by student or teacher produced higher levels of performance. (JHZ)

Implications of each of the ten goals set by the Pennsylvania State Departments for quality education in the middle schools are related to the industrial arts program in Bucks County. (MU)

A typing program is described for the non-secretarial community college student whose personal objectives for acquiring typing skills is broader than the traditional vocational orientation. (TA)