As we enter the 21st century, the importance and value of regular physical
activity has been recognized as never before. Accompanying this recognition is
the awareness that childhood is the time to begin the development of active and
healthy lifestyles.
Children do not automatically develop the skills, knowledge, attitudes, and
behaviors that lead to regular and enjoyable participation in physical activity.
They must be taught. The responsibility for this instruction is vested primarily
in physical education programs in the schools.
In recent years a growing body of research, theory, and practical experience
has sharpened our understanding about the beneficial aspects of physical
education programs for children--and those that are counterproductive. the
purpose of this document is to describe, in a very straightforward way,
practices that are both developmentally and instructionally appropriate and
inappropriate for children in pre-school and elementary school physical
education programs.
