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Thesis (M.A.)—University of Nebraska—Lincoln, 1963. Department of Educational Psychology and Measurements.


Copyright 1963, the author. Used by permission.


This study was designed to discover the effectiveness with which programmed instruction could be employed in the teaching of football blocking assignments. A second aspect of the study was an attempt to arrive at conclusions which might pertain to programmed instruction’s effectiveness as an educational tool. Thirdly, it was hoped that the study might provide some information regarding the nature of football learning.

In setting up the study the experimenter programmed the offensive blocking rules used at the University of Nebraska. The programmed materials were organized into booklets which were distributed to an experimental group composed of one half of the interior linemen (guards, tackles, and centers) on the freshman football team at the University. A control group, consisting of the other one half of the interior linemen on the freshman team, was issued the instructional materials ordinarily employed by the coaches in teaching the offensive football rules.

In addition to the programmed booklets the experimental group also participated in four study periods of one half hour’s duration in which assigned plays were reviewed via programmed group-instruction. The control group relied entirely upon the conventional methods of football teaching employed by the coaching staff. The arrangements were such that the experimental group spent more time with an assistant coach while learning blocking assignments.

An attempt was made to determine the effects of the programmed instruction using nine evaluative measures. These measurements consisted of: four written examinations; two rating scales, one by the players and one by the coaches; grading of two freshman games using the game movies; and short statements from both groups about the effectiveness of the football instruction they had received.

Advisor: Robert E. Stake