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Mastery learning is an instructional strategy that embraces the philosophy that almost any student can learn what is being taught given sufficient time and help. Through Bloom’s group-based, teacher-paced model, 71 seventh-grade boys were taught basketball skills. Students in two treatment groups (mastery and nonmastery) and a control group were compared on the performance of psychomotor skills in isolation and in a competitive game situation before, midway through, and following their training. Students in the mastery group were not taught new skills until 80% had mastered the present skills. The mastery group performed significantly better on isolated skills than did the nonmastery and control groups. There was no significant difference between groups in the performance of skills in a competitive game situation.
C.L. Blakemore, J.M. Harrison, and T.L. Pellett are with the Department of Physical Education, and H.G. Hilton is with the Department of Statistics, at Brigham Young University, Provo, UT 84602. J. Gresh is at Joel P. Jensen Middle School, West Jordan, UT 84084.