Differentiation for Student Learning in Physical Education

Abstract

The purpose of this article is to highlight numerous practical examples of how to modify tasks in the physical education learning environment to differentiate the content for students and enhance learning.

Notes

Readers are encouraged to send “Theory into Practice” submissions to column editor Anthony Parish at [email protected].

The purpose of the Strategies Theory into Practice column is to distill high-quality research into understandable and succinct information and to identify key resources to help teachers and coaches improve professional practice and provide high-quality programs. Each column (1,000 –1,300 words or roughly four typed, double-spaced pages) summarizes research findings about a timely topic of interest to the readership to enable practitioners to apply research, knowledge and evidence-based practice in physical education and sports.

Additional information

Notes on contributors

Brent Heidorn

Brent Heidorn ([email protected]) is a professor in the College of Education, and Brian Mosier is an associate professor in the Department of Sport Management, Wellness and Physical Education, at the University of West Georgia in Carrollton, GA.

Brian Mosier

Brent Heidorn ([email protected]) is a professor in the College of Education, and Brian Mosier is an associate professor in the Department of Sport Management, Wellness and Physical Education, at the University of West Georgia in Carrollton, GA.