Results of a practicum study comparing two kindergarten classes scoring similarly on a pretest of motor development indicated that children receiving direct instruction in motor skills for 10 weeks scored significantly higher on a posttest than did controls. The practicum was implemented because of classroom teachers' expressed concern about their students' lack of motor coordination; only 70 percent of their students had mastered the tasks identified for kindergarten children on the motor coordination section of the Santa Clara Inventory of Developmental Tasks. A review of current literature on teacher effectiveness led to the adoption of an intervention strategy providing training for classroom teachers and teacher aides in addition to the use of organized group physical education activities for children. Resources available in the school were used to design a packet of activities. Each activity was conducted for about 10 minutes each day for 5 weeks. The program was then modified and repeated. Included in the packet were various activities aimed at increasing children's ability to hop, balance on one foot, bounce a ball, skip, and walk a balance beam. Participating teachers' evaluation of the intervention was positive. (Related materials, including samples of packet activities, are appended.) (RH)