Most sport pedagogy studies using the process-product model have assessed individuals performing discrete skills in controlled laboratory and physical education settings. We used a process-product model to assess relationships among practice strategies and game play events and outcomes of the offensive squad of an intercollegiate Division I football team over three seasons. Data were obtained from the play-by-play scripts of 77 practices and videotapes of the teams' 33 games played during the 1999-2001 seasons. Prior to games, the offense held 2-3 practices to prepare specifically for upcoming opponents, and two 15-20 minute focused segments ("inside run" and "team offense") were assessed each practice. To prepare against defensive strategies they expected to encounter during upcoming games, coaches scripted practice segments in detail (e.g., game situation, defensive front and defensive pass coverage to be used by the scout team, and specific plays the offense was to run). Players wore complete gear for full contact, and plays were run timely and efficiently to match game conditions. Game play data were obtained from videotapes taken by the Sports Information Department of the University. Each running play completed by the offense was documented similarly to practice plays, and yards gained per play were scored. A total of 879 practice and 602 game rushing attempts were analyzed. Game rushes averaged 4.1 yards per carry. Pearson Product Correlations showed no significant relationships between total practice attempts and (a) running yards gained during games (r=.072) (b) or game wins (r=-.044). Analyses of practice attempts against specific defensive fronts, however, showed significant relationships between the number of carries the offense practiced against a front and (a) the number of times they faced that front during games (r range=.465-.723) and (b) the mean the number of rushing yards gained against it (r range=.355-.838). Number of practice attempts vs. specific zones accounted for 13-40% of the yards gained against them. The results emphasize the importance of Division I football coaches accurately scouting the defensive strategies of opponents. Only in this way can they ensure practices are conducted specifically to counter the defensive fronts a team is likely to face. A strength of this examination is the expansion of sport pedagogy process-product research from short studies of individuals learning basic skills in controlled settings to include an advanced intercollegiate squad during team practices and competitions over three years. Keyword(s): assessment, athletics/sports, coaching