Implementation of a Personal Fitness Unit Using PSI Steven Prewitt, PhD1 , James C. Hannon, PhD2, Gavin Colquitt, EdD3, Tim Brusseau, PhD4, Maria Newton, PhD4, & Janet Shaw, PhD4 1Texas A&M University – Commerce, 2West Virginia University, 3Georgia Southern University, 4University of Utah Introduction Procedures Results Conclusion Traditionally, secondary physical education teachers utilize a direct instruction model (DI) (Bauman et al., 2009). While DI can be effective, consistent decreases in student motivation, participation, and health-related fitness (HRF) highlight a need to examine other potential instructional strategies. The PSI model was originally designed by Dr. Fred Keller in the early (Keller, 1968), and has five distinct characteristics: 1) Self-pacing, 2) Mastery learning, 3) The teacher as motivator, 4) Emphasis is written word (workbook), and 5) Using proctors for the majority of assessments. Having demonstrated to be an effective teaching method in other academic fields, research on PSI within physical education is limited (Pritchard, Penix, Colquitt, & McCollum, 2012) with the majority of research focused on collegiate activity courses. A few studies have examined this instructional model at the secondary level with success (Hannon, Holt, & Hatten, 2008; Pritchard, Penix, Colquitt, & McCollum, 2012). With the potential for PSI to be a highly effective instructional strategy for secondary physical education, the purpose of this study was to examine the fidelity of implementing a personal fitness unit utilizing the PSI model at the high school level. Prior to the start of the study, students were given a brief outline of PSI and instructed in the use of workbooks, electronic devices (DVDs, laptop, etc) and given a brief outline of PSI. Students were also instructed to complete the first module before moving on to any other module of their choosing. Videos with audio were taken twice weekly for analysis. Using confirmation criteria (Fig 1), results were calculated to determine fidelity of PSI It was hypothesized that 9 out of 12 (75%) design features would meet predetermined criteria Primary results shown in Figure 2 10 out of 12 (83%) features met Two features not met included use of cues and task related feedback Potential reason for not meeting criteria could be not using proctors in this study High rate of practice time (97.7%) can lead to increased motivation and skills (Stodden, Langendorfer, & Roberston, 2009) The purpose of this study was to examine the implementation of a personal fitness unit using PSI. The results from this study showed that 10 out of the 12 features investigated met the confirmation criteria for PSI signifying successful implementation. Limitations in this study included Took place 2nd semester Predominately male class Lack of PSI experience with classroom teach This research adds to the minimal literature available investigating PSI’s use in high school physical education and can serve as a foundation for future studies. Figure 2 Verification of PSI Implementation Figure 1 Confirmation Criteria (Cregger & Metzler, 1992) Future Studies Use of tablets rather than paper and pencil workbooks Examine different sports and activities Bibliography Bauman, A., Bull, F., Chey, T., Craig, C.L., Ainsworth, B.E., Sallis, J.F…IPS Group, T. (2009). The international prevalence study on physical activity: Results from 20 countries. International Journal of Behavioral Nutrition and Physical Activity, 6(21), 1- 11. Cregger, R., & Metzler, M. (1992). PSI for a college physical education basic instructional program. Educational Technology, 32(8), 51-56. Hannon, J. C., Holt, B. J., & Hatten, J. D. (2008). Personalized systems of instruction model: Teaching health-related fitness content in high school physical education. Journal of Curriculum and Instruction, 2(2), 20-33. Keller, F.S. (1968). Good-bye teacher… Journal of Applied Behavior Analysis, 1(1), 79-89. Pritchard, T., Penix, K, Colquitt, G., & McCollum, S. (2012). Effects of a weight training personalized system of instruction course on fitness levels and knowledge. The Physical Educator, 69, 342-259. Stodden, D., Lnagendorfer, S., & Roberton, M.A. (2009). The association between skill competence and physical fitness in adults. Research Quarterly for Exercise and Sport, 80, 229-233. Participants Participants included 25 (males=21) high school (9-12th grade) students (Mean age= 10.96 ± 0.86 SD) from a suburban private school in the Mountain West region of the United States