TITLE

Model/Practice Versus Verbal/Rehearsal Introductions of Systems Skills Within an Individually Prescribed Instructional System

PUB. DATE
October 1989
SOURCE
Journal of Teaching in Physical Education;Oct1989, Vol. 9 Issue 1, p25
SOURCE TYPE
Academic Journal
DOC. TYPE
Article
ABSTRACT
This study examined one component of an individualized instructional setting specific to physical education in order to operationally define more clearly one instructional system. A comparison of model/practice and verbal/rehearsal teacher instruction of the systems skills (i.e., pupil non-subject-matter tasks) necessary to two individualized physical education classes was conducted, quantified in terms of academic learning time specific to physical education (ALT-PE). Concomitant variables of student on-task and student off-task were similarly analyzed. The study focused upon visual inspection of pupil graphic behavioral representations in determining significant level differences between and within classes. Analyses showed model/practice instruction of systems skills to produce marked reductions in student on-task and off-task behavior, allowing larger portions of classroom time to be devoted to academic content learning activities. ALT-PE was subsequently enhanced via the model/practice intervention. The verbal/rehearsal condition evidenced negligible changes across dependent measures from baseline to intervention stages.
ACCESSION #
21544680

 

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