Effects of Behavior Analysis Interventions on Skill Acquisition: A Meta-Analysis

Background/Purpose: The application of principles based in Applied Behavior Analysis (ABA) has shown to be successful in numerous settings, including physical education and sport. Although several reviews have examined the use of ABA principles in sport and physical education, this effect has been uncertain. The purposes of the current meta-analysis were (a) to examine the effect of interventions based in ABA on acquiring skills in both sport and physical education settings and (b) to identify if moderating variables influenced the overall effect of the interventions.

Method: Six electronic databases (i.e., WilsonWeb, ProQuest, Google Scholar, Psyc Info, Academic Search Premier, and Oregon PDF in Health and Performance) and reference lists of included articles were searched. Also, known behavior analysis journals (e.g., Journal of Applied Behavior Analysis; Behavior Modification; and Journal of Behavioral Education) were searched. The main keywords used in the search were: behavior analysis, physical education, sport, and athlete/athletic. Of the 49 studies identified, 22 fit the inclusion criteria. From these studies, 188 effect sizes (ES) were calculated using the odds ratio formula. A random effects model was used to calculate the mean ES and the 95% CI. Moderator analyses on gender, age, ABA principal used, setting, and type of skill were also conducted.

Analysis/Results: The overall ES log odds ratio (ES_LOR) was 1.49 (95% CI = 1.34, 1.65), indicating ABA interventions had a large effect on participants' skill acquisition. The overall ES_LOR was heterogeneous (Q = 1235.62, df = 187, p < .001) indicating the necessity to analyze moderator variables. Moderator analyses found ABA interventions produced greater effects on males (ES_LOR = 1.59) than females (1.41) and greater effects on college and adults (1.81) than on elementary or secondary school aged participants (1.18 and 1.40, respectively). Also, goal setting interventions had the greatest effect (1.90) while peer-based interventions had the lowest (1.31). Interventions to improve tennis skills had a greater effect (2.06) than for football (1.75), other (1.57), basketball (1.02), and volleyball skills (0.35). And, interventions implemented in mainstream physical education settings had a greater effect (1.55) than those implemented in sport (1.51), other (1.28), or integrated physical education settings (1.19).

Conclusions: The current meta-analysis indicated ABA interventions had a large effect on the acquisition of skills in athletic and physical education settings. Both coaches and physical educators should note that methods of instruction based in ABA can positively influence the skill acquisition of their athletes and students.