ABSTRACT
The adoption and implementation of a developmental approach to the physical curriculum will enable the teacher to meet individual variance in movement skill development. The teacher/parent's capacity to manipulate the variables in the school/home environment should be examined, in order that it can become supportive to meeting the movement learning needs of the child. Considerations in the intervention process is overviewed in terms of the child, teacher/parent, learning environment, teaching considerations and programme content, development and progression. In order to provide for the movement learning needs of children, teachers and other professionals will require a good understanding of their individual needs. The information outlined from the observation and nature of the problem conveys a picture of a child who is a lost cause, but this is not so. There are a variety of ways for observing, assessing and recording movement ability, from a superficial check-list to an in-depth profile.
