The purpose of this study was to determine the influence of refinement tasks on female seventh- and eighth-grade students’ (N = 200) daily practice success (average daily correct and total trials, and daily correct/total [C/T] ratios) and overall achievement (students’ pretest to posttest improvement) for an introductory 11-day volleyball unit. Six intact classes were randomly assigned to three groups: (a) control, (b) group receiving refinement tasks during skills progressions (extension, refinement, and application [E/R/A] group), (c) group receiving no refinement tasks during skills progressions (extension and application [E/A] group). From the analysis of the data, it was concluded that refinement tasks did have a significant positive effect on students’ daily practice success (daily C/T ratio) and overall achievement.
Tracy L. Pellett is with the Department of Physical Education at Northern Illinois University, Anderson Hall, DeKalb, IL 60115-2854. Joyce M. Harrison is with the Department of Physical Education at Brigham Young University, Provo, UT 84601.