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Everyone Can!

Everyone Can!

Skill Development and Assessment in Elementary Physical Education with Web Resources

$89.95 CAD


Product Format

    Physical educators are facing increasing demands for accountability while being asked to address the needs of increasingly more diverse classes of students. Unfortunately, many physical education curricula use a one-size-fits-all approach that does not allow teachers to adequately address those needs. This leaves many physical educators frustrated and overworked as they try to make do with a curriculum that really doesn’t work.

    Enter Everyone Can!: Skill Development and Assessment in Elementary Physical Education. This book and website package offers a wealth of information from the Achievement-Based Curriculum model that addresses the needs of all students. That includes kids who are ready for extension activities, those who are developing typically, those who have not yet mastered the essential skills but have no disability, and those who have disabilities.

    Everyone Can! offers

    • over 2,000 pages of assessment-based instructional activities and 313 games that provide you with a systematic way to foster and monitor student learning;
    • 70 curriculum-embedded assessment items and 140 score sheets;
    • an in-depth explanation of how to best use the instructional activities, games, and score sheets provided in the online resource; and
    • hundreds of portable teacher task cards, which allow you to print an activity or game card from the Web and carry it with you to the gym or field.

    This resource offers you a wide selection of content to help you meet NASPE, NCPERID, and APENS standards—but it does more than just help you meet national or state standards. It provides you with step-by-step guidance in designing and implementing just the curriculum you need, as well as evaluating student progress and program effectiveness. Anchored in the Achievement-Based Curriculum (ABC) model of PE curricular design, it provides concrete examples to illustrate each step of the ABC model and guides you through a series of decisions to help you choose your program content and how to best teach that content based on student performance. Once you have designed the curriculum, you have a storehouse of resources—including more than 2,000 online pages—to use in implementing your program.

    Everyone Can! doesn’t separate out adapted activities; you will find these adaptations throughout the resource. In fact, the hundreds of games and activities in this ready-to-use package come with extensive accommodations, helping you to be inclusive and effective, regardless of a child’s skill level.

    This systematic resource provides you with a comprehensive physical education approach right at your fingertips, saving time and energy while offering you concrete guidance in creating or improving your physical education program. In other words, this quintessential elementary physical education package will free you up so everyone can achieve and succeed!


    Reference for K-6 physical education and adapted physical education preservice and in-service teachers. Also a reference for PETE instructors, general elementary special education teachers, district curriculum planners, and elementary principals.



    How to Use This Book and Online Resource

    Part I: Everyone Can! Achievement-Based Curriculum (ABC)

    Chapter 1. ABC Program Planning

    Step 1: Establish a Program Philosophy, Goals, and Objectives

    Step 2: Assign Program Goal Emphasis

    Step 3: Determine Instructional Time and Average Objective Mastery Time

    Step 4: Calculate the Total Number of Objectives Per Goal

    Step 5: Finalize Program Scope and Sequence

    Step 6: Create Yearly Teaching Learning Maps

    Step 7: Identify Objective Assessment Items and Create Scoresheets


    Chapter 2. Assessment

    Step 1: Determine What Objectives Should be Assessed

    Step 2: Select an Appropriate Assessment Instrument

    Step 3: Score and Record Performance

    Step 4: Select an Assessment Activity

    Step 5: Conduct an Assessment Activity

    Step 6: Conduct Other Forms of Assessment


    Chapter 3. Implementation Planning

    Step 1: Set Student Initial and Target Learning Expectations

    Step 2: Identify Student Learning Needs

    Step 3: Create Instructional Groupings Based on Focal Points

    Step 4: Select Learning Activities

    Step 5: Design Teaching Templates and Student Learning formats


    Chapter 4. Teaching

    Step 1: Get Ready

    Step 2: Maximize On-Task Time

    Step 3: Apply Essential Teaching Elements

    Step 4: Put It All Together


    Chapter 5. Evaluation

    Step 1: Collect Reassessment Data

    Step 2: Calculate, Interpret, and Report Student Performance

    Step 3: Evaluate and Grade Students’ Progress

    Step 4: Evaluate Your Program

    Step 5: Use Technology to Aid in Education

    Step 6: Establish Program Accountability and Justification

    Part II: Everyone Can! Online Resources

    Chapter 6. Model K-5 Program Plan

    Step 1: Develop Program Philosophy, Goals, and Objectives

    Step 2: Establish Program Goal Emphasis

    Step 3: Calculate Instructional Time and Average Mastery Time

    Step 4: Calculate Amount of Content to Include in the Curriculum

    Step 5: Sequence Content Across the Curriculum

    Step 6: Create Yearly and Block Teaching and Learning Maps


    Chapter 7.Using the Everyone Can! Online Resource Materials

    How to Access the Everyone Can Online Resource

    Online Resource Menus

    Selecting an Objective from the Main Menu

    Exploring the Instruction Materials

    Using the Online Resources

    Methods for Printing Posters

    Other Uses for the Everyone Can Resources

    Using Everyone Can for Individualized Education Programs


    Chapter 8. Incorporating the ABC Model Into Your Program

    Designing an In-Service Program

    Managing Change


    About the Authors

    Luke E. Kelly, PhD, is a professor of kinesiology at the University of Virginia in Charlottesville. He has 30 years of experience working with public schools on evaluating and revising their general physical education curricula to meet the needs of students with disabilities. He has written six books and numerous articles on topics related to training general physical educators. He also has developed and validated a Web-based motor skill assessment program that allows teachers to assess students’ motor skills.

    Janet Wessel, PhD, is professor emeritus from MichiganStateUniversity. She has numerous publications in adapted physical education and has designed instructional systems and curricula for children with special needs. She has also presented I Can workshops and has developed and adapted program content, instructional design, and other activities relevant to cultural and educational settings. Dr. Wessel has received numerous awards over the years, including the Crystal Apple Honor Award in recognition of exceptional educators from the Michigan State University College of Education.

    Gail M. Dummer, PhD, is a just-retired kinesiology professor from MichiganStateUniversity. For the past 30 years, she has taught university-level courses, conducted outreach projects, and conducted research related to adapted physical activity. She served as the director of the Michigan State University Sports Skills Program, in which university students provide instruction and coaching in sports skills to people with disabilities. She has received numerous awards over the years, including the 2008 Professional Recognition Award from the Adapted Physical Activity Council of AAHPERD.

    Tom Sampson, PhD, is an assistant professor and chair of the education department at Olivet College in Olivet, Michigan. He is a former elementary physical education and adapted physical education teacher, and he has experience in implementing objective-based, outcome-driven curricula. He has also acted as a K-12 health and physical education curriculum coordinator and has been a field test teacher for the federally funded I Can adapted PE program.

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