• Students are engaged in appropriate learning opportunities.
• The learning atmosphere is success oriented.
• There are clear objectives and high rates of feedback.
• Monitored progress and accountability exists.
• There are low rates of management time and smooth transitions
• Limited student waiting time.
• Teachers are organized with realistic expectations.
• Teachers are enthusiastic and actively involved.

• Measurable objectives- clearly stated outcomes let students know what is expected.
• Determine entry level- The instructional level to begin the class.
• Anticipatory set- The technique to focus students on concept being presented.
• Suggestions for meaningful skill instruction:
  • Focus instruction on 1 or 2 key points.
  • Refrain from lengthy skill descriptions.
  • Present information in its most basic form.
  • Separate management and instructional episodes.
• Monitoring of student performance-  This ensures that students stay on task and practice activities correctly.
• Instructional Cues-  Keywords that quickly communicate proper performance
• Skill Demonstration- Showing critical points of performance.
• Check for understanding- This is necessary to monitor student performance
• Guided practice- Helps the class move through each skill step correctly.
• Closure- This helps increase retention by focusing attention on what has been covered.

• Types of feedback
  • Positive-  A positive atmosphere makes it easier for students to accept challenges.
  • Corrective-  Feedback offered with the intent of correcting a problem.
  • Negative-  Should always be avoided.
• Meaningful feedback Statements
  • Avoid habitual feedback.
  • Add specific information.
  • Distribute feedback evenly to all students.
  • Distribute feedback systematically.
• Effective feedback
  • Positive
  • Focused
  • Immediate
• Nonverbal feedback
  • Easily interpreted by students
  • Practice giving nonverbal feedback
  • Videotape analysis

• Multicultural education allows all students to reach their potential
• Four major diversity variables that affect physical education
  • Race/ethnicity
  • Gender
  • Social class
  • ability
• Teaching to value diversity
  • Help students learn about similarities and differences
  • Encourage understanding of shared values, customs, and beliefs
  • Teach about discrimination
  • Teach pride in one’s culture
  • Teach effective communication
  • Instill respect for all people

• Gender Differences
  • Teachers pay more attention to boys
  • Teachers give boys more praise
  • Teachers call on boys more
  • Aggression is tolerated more in boys
  • Disruptive talking is tolerated more in girls
  • An effective program helps all youngsters find success

• Minimize gender stereotyping
  • Reinforce performance of all students
  • Provide activities that lead to success for all
  • Design programs for coeducational success
  • Avoid stereotypical comments
  • Include activities that cut across typical gender stereotypes
  • Arrange activities so that the more aggressive and skilled do not dominate
  • Provide for more practice for all students
  • Expect boys and girls to perform equally