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 conditions in the motor learning and physical education literature. This study examined the application of the Five-step Approach as an instructional technique in field settings. Two experiments were conducted in which a similar strategy was used in school settings. In Exp. 1, 40 third-grade children were randomly assigned to two groups, one to whom the Five-step' Approach was explained (readying, imaging, focusing-attention, 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 repeated measures on the second factor indicated high values of accuracy for the Five-step Approach group in Exps. 1 and 2 compared with the Nonstrategy group. It was concluded that the Five-step Approach can enhance performance on motor tasks not only in laboratory settings but also in real world environments such as physical education classes. Physical educators might consider the use of task-pertinent learning strategies during their practical work.