Table 1.

Description of TARGET structures and CHAMP application.

TARGET description	CHAMP alignment to TARGET structures	CHAMP link to self-regulation
Task: focuses on the presentation of the learning activities and tasks	A “slanted rope effect” is used to provide variety of tasks that range in level of difficulty to meet the skill level and ability of the learner along with their needs and interests of the learner	Learners self-select from a range of movement task and activities that vary in difficulty (low, moderate, and hard) (SR skills = create goals and strategies, implement actions, plan actions and make decisions, self-manage behavior, self-monitor behavior, self-correct behavior)
Authority: focuses on the interaction of the children and teacher within the learning environment with special consideration in classroom decision making	Authority or the “decision-making process” is fostered by allowing children to actively participate in choices and decisions that relate to learning	Learners are intrinsically driven to actively engage in environments that give them the opportunity to make decisions Learners have to self-manage and continually self-monitor their behaviors (SR skills = create goals and strategies, plan actions and make decisions, self-monitor behavior, self-correct behaviors, manage emotions, understand and appropriately navigate social environments)
Recognition: focuses on informal and formal rewards, incentives, and praise that are used and distributed by teachers to facilitate motivation	Avoid social comparison Recognize individual progress and improvement Recognition is private, the child’s sense of pride and satisfaction is derived from doing his/her best and not from outperforming others	Learners are encouraged to self-evaluate their own performance (SR skills = self-monitor behaviors, self-reflection of progress)
Grouping: focuses on grouping patterns	Children are not grouped, but will be given the opportunity to move freely and independently within the environment Allow the formation of heterogeneous cooperative groups that foster peer interaction (i.e., groups form and break up based on the individual desires of the child)	Learners self-select the people they engage with giving them the ability to self-govern their learning experience (SR skills = plan actions and make decisions, self-monitor behavior, self-correct behaviors, manage emotions, understand and appropriately navigate social environments, collaborative efforts)
Evaluation: focuses on methods that are used to assess, monitor, judge, and measure children’s behavior and learning	Evaluation and feedback are based on individual progress and improvement along with the process of learning movement rather than the product Involve children in self-evaluation Make evaluation private and meaningful	Learners are encourage to self-evaluate their own performance (SR skills = working memory, self-monitor behaviors, self-reflection of progress, manage emotions, inhibition)
Time: focuses on the workload, pace of instruction, and time allotment for children to complete learning activities and assignments	Teacher facilitates a learning experience that is tailored to the needs for the child Individualize instruction No set time allocated (e.g., schedule flexibility and vary pace of learning)	Child is allowed to self-direct their own learning (SR skills = plan actions and make decisions, self-monitor behavior, self-correct behaviors, manage emotions)