Effects of an interdependent group contingency on engagement in physical education.
We examined whether a group contingency increased engagement during elementary school physical education sessions. The intervention employed procedures (explicit instruction, goal setting, and reinforcement) drawn from the first tier of classwide function-related intervention teams (CW-FIT; Wills et al., 2009). Results showed salutary increases in engagement that corresponded with the teacher's implementation.
Clemson University.
Shanna Eisner
SE
Hirsch
Humboldt State University.
Sean
S
Healy
University of Virginia.
Joann P
JP
Judge
University of Virginia.
John Wills
JW
Lloyd
D002648:Child; D002652:Child Behavior / Q000523:psychology*; D004521:Educational Measurement; D005260:Female; D006801:Humans; D008297:Male; D010806:Physical Education and Training / Q000379:methods*; D000070777:School Teachers / Q000523:psychology*; D012574:Schools

CW-FIT; engagement; group contingency; physical education; reinforcement