摘要：AbstractThe time students spend practicing physical activities, is one of the most significant variables that affect learning, and predict student's results in Physical Education (PE). This study analyses the influence of three organizational systems on students’ Motor Engagement Time (MET). A quasi-experimental intra-group design with repeated measures was used. Participants were 52 Spanish high school students. Results showed that there are significant differences between circuits (higher MET and less student attention time) and consecutive tasks organization. We recommend the use of the circuits organizational system for achieving high levels of motor learning in PE classes.
关键词：Academic learning time;Organizational strategies;Effective teaching;Motor learning;Secondary school
