Wiles, Richard2016-02-242016-02-242014-05http://hdl.handle.net/11603/2305The purpose of this study was to determine what effect the frequency of instruction has on students’ understanding of concepts and terminology in the physical education classroom, and whether frequency will affect student performance on standardized grade level assessments. The measurement tools used in the study were the Cooper Institute Fitnessgram assessment and a researcher-created grade level benchmark assessment. This was a causal-comparatives study. The study showed that increased frequency of instruction does affect student’s cognitive knowledge in the physical education classroom. Research in this area of instruction should continue to reinforce the importance of physical education and show the important effects of frequency of instruction in county school systems. Future studies should be done for a longer duration and performed with a larger sample size from diverse demographic areas.30 p.en-USCollection may be protected under Title 17 of the U.S. Copyright Law. To obtain information or permission to publish or reproduce, please contact the Goucher Special Collections & Archives at 410-337-6347 or email archives@goucher.edu.Education -- Research papers (Graduate)Physical education for children -- ResearchText