Effects of Three Different Instructional Formats on Scuba-Diving Performance in a Swimming Pool

Abstract

Three different modes of instruction were used to give a series of SCUBA-diving task instructions to three randomly selected groups of 10 subjects each. The first group heard the instructions; the second group read the instructions; and the third group both heard and read the instructions simultaneously. A one-way analysis of variance performed on mean scores yielded a nonsignificant F, suggesting that performance of simple tasks in SCUBA-diving is not dependent on how instructions ate presented.