(Singer, 1986) on achievement in laboratory and simulated self-paced sport tasks were investigated. Forty undergraduates were randomly stratified according to gender into four treatment groups: (a) a strategy group that initially practiced the strategy while learning the laboratory task (SL), (b) a laboratory control group that began the experiment by learning the task without the strategy (CL), (c) a strategy group that initially applied the strategy to the learning of an applied sport task (SA), and (d) a control group that initially learned the sport task without the strategy (CA). Following the completion of 48 trials with the primary task, all groups performed 50 trials on a transfer task. ANOVAs indicated that both strategy groups performed significantly better than their respective control groups in the primary tasks. Results of the transfer task indicated that the SA group performed at the same level as the SL group but outperformed both control groups. It was concluded that the strategy facilitates achievement in laboratory as well as applied self-paced tasks.