Abstract
Abstract Two seventh grade classes were chosen at random to receive experimental basic skills instruction which emphasized problem solving and student understanding of simplified mechanics prior to instruction in volleyball, basketball, and softball. Three seventh grade classes constituted the control group. With less instruction in volleyball and basketball and an equal amount in softball, the experimental group surpassed the control group on eight sport skill tests (three significant at the 1 percent level). Their mean total sport skill score was also significantly higher. These differences were not due to superiority of the experimental group in motor ability, physical development, or intelligence.
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