Abstract
This study tested the effects of a mnemonic strategy on the acquisition and enhancement of free-throw shooting by fifth-grade elementary school children, 18 boys and 35 girls, who were randomly assigned to one of three groups (mnemonic, word cue, or control). These children were taught the correct technique for the basketball set shot using different instructional strategies and were skill tested for both technique and number of baskets made after instruction and practice under regular physical education class-like conditions. A multivariate analysis of variance indicated that the treatment group using the mnemonic strategy scored significantly higher than the other two groups in correct performance of the technique. No significant differences were found among the groups in number of baskets made.
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