and provides multiple ways of learning new material and demonstrating that learning; and
Cooperative and highly interactive learning activities that allow students to work with and tutor each other and allow instructors to work with them in designing learning activities that provide the kinds of experiences listed above.
Practices that support positive motivation
Grading practices that stress improvement rather than social comparison;
Teaching practices that stress mastery and improvement rather than current levels of knowledge;
Practices that reflect high teacher expectations for all students’ performance;
Practices that make sure all students are expected to participate fully in the learning activities of the classroom; and
Practices that involve hands-on activities (like laboratory exercises and field-based data collection efforts).
Perhaps the most striking research findings concern ways in which athletic community programs can fall short in establishing skills and habits that would seem to follow naturally from physical activity. Findings regarding the association of participating in organized sports as a youth and physical activity as an adult are conflicting. A number of reports show an association; others find no significant relations (Elster and Kuznets, 1994). On one hand, many sports teams do not prepare adolescence for life-long physical activity and can lead to excessive exercise and eating habits or the use of steroids (Sallis, 1993). On the other hand, adolescent physical activity is associated with higher short-term levels of fitness, greater resistance to cigarette and alcohol use, and possibly enhanced academics and cognition (Institute of Medicine, 1997a; Seefeldt et al., 1995). In a national survey, female athletes were less likely to get pregnant than nonathletes, irrespective of ethnicity. They were more likely to be virgins, to have later onset of intercourse, to have sex less often and with fewer partners, and to use condoms (Sabo et al., 1998). In other studies, participation in sports in high school was linked to better educational and occupational outcomes in early adulthood (Barber et al., in press; Eccles and Barber, 1999). Finally, one of the coaches discussed by McLaughlin (2000) integrated mathematics, eco-