EFFECTIVENESS OF A STRUCTURED LEARNING-STRATEGY ON ACQUISITION OF GAME-RELATED GROSS MOTOR-TASKS IN SCHOOL SETTINGS

The effectiveness of learning strategies, e.g., the Five-step Approach , has been examined extensively under well-controlled laboratory condi tions in the motor learning and physical education literature. This st udy examined the application of the Five-step Approach as an instructi onal technique in field settings. Two experiments were conducted in wh ich a similar strategy was used in school settings. In Exp. 1, 40 thir d-grade children were randomly assigned to two groups, one to whom the Five-step Approach was explained (readying, imaging, focusing-attenti on, executing and evaluating), and a Control (Nonstrategy). Both then performed an activity similar to bowling. In Exp. 2, 33 seventh-grade children were assigned to the same learning conditions but performed a team-handball throwing task. Accuracy of performance was measured as a dependent variable in both experiments. Analysis of variance with re pealed measures on the second factor indicated high values of accuracy for the Five-step Approach group in Exps. 1 and 2 compared with the N onstrategy group. It was concluded that the Five-step Approach can enh ance performance on motor tasks not only in laboratory settings but al so in real-world environments such as physical education classes. Phys ical educators might consider the use of task-pertinent learning strat egies during their practical work.