Abstract
Physical educators must utilize effective strategies to teach motor skills that will enhance students' physically active lifestyle. This article explains how to incorporate self-regulation strategy development into the physical education setting and how students can benefit from such an approach.
Notes
Readers are encouraged to send “Theory into Practice” submissions to column editor Anthony Parish at [email protected].
The purpose of the Strategies column “Theory into Practice” 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
Nichole D. Calkins
Nichole D. Calkins ([email protected]) is an assistant professor in the Sport and Physical Education Department at Gonzaga University in Spokane, WA.