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Kinesiology in Action Pre- and post-lesson tests Practice activities for every lesson Text and audio generation exercises Critical-thinking video exercises Gradebook to track your progress Discussion forum Video library (more than 70 videos showing normal and abnormal movement and palpation), animations, and flashcards Clinical Kinesiology and Anatomy Introductory chapters that present an essential foundation in body systems, terminology, and biomechanical principles Easy to understand explanations of axes of planes, torque, and leverage, and the many grasping functions of the hand Well-designed charts in each chapter that summarize companion movements and prime movers Use of analogies throughout the text to make concepts comprehensible and memorable Points to Remember, Summary of Muscles, Summary of Muscle Innervation, and Summary of Muscle Action tables End-of-chapter review questions to help you retain and understand the human body from a clinical and functional perspective

Standard-Based Scoring vs Grading is the second book in the Standard-Based Classroom Guide Series by Danelle Elder. Standard-Based Scoring vs Grading provides educators with a walk-through method that guides the teacher through a process to develop a gradebook that supports standard-based grading. Templates are provided for personal use by teachers or as a professional development aid. It also provides educators with a review of proper rubric construction needed to develop a proper standard-based assessment. Standard-Based Scoring vs Grading contrast the percentages of the traditional mean system of grading with percentages that are needed in a standard-based gradebook. It gives examples of properly scored and improperly scored student assessments. Templates provided help teachers to score student work then convert those scores into a standard-based letter grade. The method shown in Standard-Based Scoring vs Grading can be used with any state standards, Common Core or Next Generation standard. It also gives educators a method of evaluating student behavior separately from the scores for academic progress.