Most physical educators became teachers because they were skilled movers and enjoyed the content of physical education. Although the content is important, there are other things to consider when attempting to accomplishing goals to meet the needs of all students. Teachers need to consider the whole person (motor, cognitive, affective domains) to ensure developmental appropriateness and, consequently, student success. Instructional approaches provide one avenue to address all three domains when instructing students. Effective teachers use a variety of instructional approaches (e.g., direct instruction, task teaching, guided discovery, peer teaching, etc.) to enhance the teaching-learning environment in physical education (Rink, 2002). Instructional approaches should be selected deliberately with regard to content and the developmental characteristics of students. The purpose of this article is to suggest possible instructional approaches that not only address students' levels of motor skill proficiency, but also consider levels of cognitive and affective development. (Contains 3 tables, 1 figure, and 1 photograph.)