EFFECTS OF HOLDING STUDENTS ACCOUNTABLE FOR SOCIAL BEHAVIORS DURING VOLLEYBALL GAMES IN ELEMENTARY PHYSICAL-EDUCATION

This study investigated the effects of a semiformal accountability int ervention (a modified version of the good behavior game) on the occurr ence of appropriate and inappropriate social behaviors, and appropriat e skill attempts during a 20-lesson volleyball unit. Participants were 67 students in Grades 4, 5, and 6. Following the collection of baseli ne data, students received intervention consisting of (a) differential awarding and removing of points for appropriate and inappropriate beh avior, (b) public posting of team points, (c) the establishment of dai ly criteria, (d) a special activity for teams that met the criteria, a nd (e) an end-of-unit activity for teams that consistently met the cri teria. A multiple baseline design across students showed that the inte rvention was effective in reducing inappropriate social behaviors and increasing appropriate social behaviors, but did not affect the number of correct volleyball skills performed. Results are discussed relativ e to task systems and social skills.