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SPRING 2017 • VAHPERD • 17
assessment in all three learning domains (psychomotor, cogni-
tive, and affective). From the information collected the teacher
can decide if additional practice is needed, if the information
needs to be covered again, and whether the children are ready to
move on to the next part of the unit.
Summary
Set inductions and closures are an integral part of every lesson.
While physical education teachers already know that set induc-
tions and closures should be a part of every lesson, it is important
to spend time revisiting these integral parts of the lesson. It is
important that teachers spend deliberate energy preparing a qual-
ity beginning and ending to every lesson. Teachers who include
set inductions and closures are likely to see improved retention
in student learning. Set inductions should be developed using the
components of orientation, transition, operation, and evaluation
to engage and ignite interest in the content of the lesson. Closures
should check for understanding and let the students know what is
to come while also providing the teacher with valuable insights
into where to go next in the learning experience. Set inductions
and closures sandwich the instructional portion of the lesson and
are necessary to enhance the overall learning experience.
References
Graham, G., Holt/Hale, S., & Parker, M. (2013). Children mov-
ing. A reflective approach to teaching physical education (9th
edition). New York: McGraw Hill.
Rink, J.E. (2014). Teaching physical education for learning (7th
edition). New York: McGraw Hill.
Schuck, R. (1969). The impact of set induction on student
achievement and retention. Journal of Educational Research,
74(4), 227-232.
SHAPE America (2016). Physical Literacy. Retrieved from