Relationship of Engagement and Practice Trials to Student Achievement

Silverman, Stephen
October 1985
Journal of Teaching in Physical Education;Oct1985, Vol. 5 Issue 1, p13
Academic Journal
This study investigated relationships between two groups of process variables, student engagement and practice trials, and achievement. The effect of initial skill level and class membership in these relationships was also examined. Students (N = S7 after attrition) were pretested, instructed, and posttested on a swimming skill. The two instructional periods were videotaped and coded for motor engagement, cognitive engagement, and the quantity, type, and difficulty level of practice trials. Motor and cognitive engagement were not significant predictors of achievement for the entire sample. Whole-appropriate practice trials were positive predictors of achievement and whole-inappropriate practice trials were negative predictors of achievement. A variety of significant relationships were found when data were analyzed by skill level and class. The data indicate that engagement paradigms may extend to psychomotor skill learning and that the type of practice trials are more important than simple engaged time.


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