The effectiveness of four different learning sequences in teaching juggling to 5th grade students was investigated. Practice schedules using combinations of scarves, weighted scarves, beanbags, and balls allowed both identical task elements and learners' time-on-task to be varied during a 3-wk. practice period. The exclusive use of beanbags for practice, prior to testing with balls, resulted in significantly better juggling scores than did the other combinations. While transfer of training occurred for other groups, the amount of students' time-on-task during practice appeared to be a strong influence on final performance.
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