Abstracts from the 6th international conference on the Engineering of Sport, 10–14 July 2006, Olympic Hall, Munich, Germany (original) (raw)
Related papers
2002
The purpose of this study was to determine the effect of computer – assisted instruction (CAI) on learning the skill of setting in volleyball. The participants were 32 high school students of first and second grade, aged 12-14 years old, who were randomly assigned to one of two teaching method groups: a) traditional instruction (TI) and b) computer – assisted instruction (CAI). Each group received nine 40-min periods of instruction, on successive and separate days. The subjects in the TI group experienced the skill of setting through a series of progressive skills accompanied with drill and repetition of practice which were presented by an instructor. The CAI group experienced the skill of setting through a series of progressive skills accompanied with drill and repetition of practice which were presented by a multimedia program. In the beginning and the end of this study the groups were given a 10-item multiple-choice knowledge and a skill test. The result indicated that there were no significant differences between the TI and CAI groups with regards to the knowledge and skill test. The results suggest that the multimedia technology as a teaching aid is as effective and as profitable at teaching skills as the traditional method.
The Engineering of Sport 6, 2006
The purpose of this study was to examine the effect of multimedia computer -assisted instruction (MCAI), traditional instruction (TI), and mixed instruction (MI) methods on learning the skill of setting in Volleyball. Forty-eight middle school students of seventh and eighth grade were randomly assigned into three teaching method groups: TI, MCAI and MI. Each group received ten 40-min periods of instruction divided into 3 sections: a) 5 min warmup, b) 30-min main practice time and c) 5-min cool dawn and review. TI group participants experienced the setting ability through a series of progressive skills accompanied with drill and repetition of practice presented by an instructor. The MCAI group experienced the setting ability through a series of progressive skills accompanied with drill and repetition of practice presented by a multimedia program. The mixed group experienced the same procedure, practicing through the multimedia program as well as through traditional instruction. All students completed pre-, post-, and retention skill test. Two-way analysis of variances (ANOVA), with repeated measures on the last factor, were conducted to determine effect of method groups (TI, MCAI, MI) and measures (pre-test, post-test, re-test ) on skill test. Post-test results indicated no significant differences between the groups concerning the skill test. Retention test results showed that groups retained the skill learning. However, the mixed method of instruction tended to be the most effective for skill development.
2006
The purpose of this study was to examine the effect of multimedia computer - assisted instruction (MCAI), traditional instruction (TI), and mixed instruction (MI) methods on learning the skill of setting in Volleyball. Forty-eight middle school students of seventh and eighth grade were randomly assigned into three teaching method groups: TI, MCAI and MI. Each group received ten 40-min periods of instruction divided into 3 sections: a) 5 min warm-up, b) 30-min main practice time and c) 5-min cool dawn and review. TI group participants experienced the setting ability through a series of progressive skills accompanied with drill and repetition of practice presented by an instructor. The MCAI group experienced the setting ability through a series of progressive skills accompanied with drill and repetition of practice presented by a multimedia program. The mixed group experienced the same procedure, practicing through the multimedia program as well as through traditional instruction. All students completed pre-, post-, and retention skill test. Two-way analysis of variances (ANOVA), with repeated measures on the last factor, were conducted to determine effect of method groups (TI, MCAI, MI) and measures (pre-test, post-test, re-test ) on skill test. Post-test results indicated no significant differences between the groups concerning the skill test. Retention test results showed that groups retained the skill learning. However, the mixed method of instruction tended to be the most effective for skill development.
The purpose o f this study was to determine the effect of computerassisted instruction (CAI) on learning the skill o f setting in volleyball. The participants were 32 high school students o f first and second grade, aged 12-14yrs old, who were randomly assigned to one o f two teaching method groups: a) traditional instruction (TI) and b) computer-assisted instruction. Each group received nine 40m in periods o f instruction, on successive separate days. The subjects in the TI group experienced the skill o f setting through a series o f progressive skills accompanied with drill and repetition o f practice which were presented by an instructor. The CAI group experienced the skill o f setting through a series o f progressive skills accompanied with drill and repetition o f practice which were presented by a m ultimedia program. At the beginning and at the end o f this study the groups were given a 10-item multiple-choice knowledge test and a skill test. The results indicate that there were no significant differences between the TI and CAI groups with regards to the knowledge and skill tests. The results suggest that using multimedia technology as a teaching aid is as effective and as profitable at teaching skills as the traditional method.
2010
The purpose of this study was to examine the effect of multimedia computer - assisted instruction (MCAI), traditional instruction (TI), and combined instruction (CI) methods on learning the skill of setting in Volleyball. Additionally, a comparison of the students’ attitudes towards the MCAI and TI methods was made. Forty-eight middle school students of seventh and eighth grade were randomly assigned into three teaching method groups: TI, MCAI and CI. Each group received ten 45-min periods of instruction divided into 3 sections: a) 5-min introduction, b) 30-min instructional time and c) 10-min questions and review. Students took pre-, post-, and retention written test covering rules and strategy of the games. Participants in the CI group also completed a post-test attitude survey towards the MCAI and TI methods. Two-way analysis of variances (ANOVA), with repeated measures on the last factor, were conducted to determine effect of method groups (MCAI, TI, CI) and measures (pre-test, post-test, re-test) on knowledge test. Paired samples t-test analyses were conducted to measure students’ attitude towards the MCAI and TI methods. Post-test results indicated no significant differences between the groups concerning the written test. Nevertheless, the attitude test scores of the CI group were more favourable to MCAI method than the TI method. Retention test results showed that groups retained the knowledge acquisition. However, the combine method of instruction tended to be the most effective on cognitive learning.
The Effectiveness of the Setting of Volleyball Training Guide Model to Increase the Setting Skill
Proceedings of the 1st South Borneo International Conference on Sport Science and Education (SBICSSE 2019), 2020
Development of science and technology an important to improving of human resources, especially in the issue of education. The use of media in learning and training activities greatly helps the process of delivering material effectively and efficiently. The use of appropriate media will help encouraging motivation, creativity, and enthusiasm of students or athletes in participating in exercises activities. The purpose of this study is to find out whether the guidebook on volleyball passing training model for volleyball extracurricular participants at the junior high school level is effectively used as a medium to improve volleyball passing skill at junior high school age. The numbers of research subjects are 60 junior high school students in Makassar, South Sulawesi, selected by using purposive sampling. This research uses the Research and Development (R&D) method from Borg and Gall. Based on the results of the pretest and posttest test to the research subjects obtained significant results on improving passing skills on volleyball. So it can be concluded that the manual about the volleyball passing training model for junior volleyball extracurricular participants is effectively used to improve the results of volleyball passing skills.
Psychology and Education: A Multidisciplinary Journal, 2023
Volleyball, a popular activity with both leisure and competitive aspects, plays an important role in physical education. In today's educational context, the paradigm shift toward online learning has created new challenges for facilitating effective skill acquisition in sports. This study aimed to investigate and understand the various factors influencing students' volleyball skill acquisition in online learning, with the ultimate goal of developing Volleyball instructional materials customized to this unique situation. The researchers used random sampling through the lottery method to select the Holy Name University college students in the Bachelor of Physical Education program. This study utilized mixed-method research, specifically exploratory design. The quantitative method was employed to identify the factors influencing the students' skill acquisition, followed by the development of instructional material using a qualitative approach. Data was gathered through a researcher-made survey questionnaire and a modified rubric for assessing volleyball skills. Results show that most students performed serving, receiving, and setting the ball satisfactorily, but they struggled in spiking and blocking. The study also revealed that students' attitude is the factor that highly affects the students' skill acquisition in volleyball, followed by teaching strategies and parental support.
Comparison of Three Methods of Practice on the Learning of Volleyball Basic Skills in School Boys
The present study compared three methods of practice: blocked practice, random and blocked-random to learn volleyball basic skills. The statistical population of the study consisted of Isfahan school boys aged 12-14 who were registered in Volleyball Training Center in the year 2010. Five centers including 210 subjects were selected randomly and in an equal way stayed in the three training groups. They were trained for 2 months with 12 sessions in each month. Blocked practice group practiced just one skill in both sessions of the first month and one skill in each session of the second month. Random practice group practiced two skills in each session of the first month and three skills in each session of the second month. Blocked-random practice group practiced just one skill in both sessions of the first month and three skills in each session of the second month. For the statistical analysis, one-way variance and a portion test were used. The results showed that the difference between the mean scores of the participants is just meaningful in waterfall test, (p 0.05). Blocked-random practice compared to blocked and random practice compared to blocked were more effective in learning these skills. It can be proposed volleyball coaches use blocked-random and random practice in the training of spike skills to the beginners.
ABSTRACT Volleyball is one of group games and has prominent position in performing and attracting great number of players and audience for its special speed rhythm and the accuracy in the speed skillful performance it has. It contains many basic skills that cannot be separated for their significance and integrating. In volleyball, two teams compete using many of the basic game skills as closed skills and some as opened skills in the learning domain. The study aims at setting two learning programs with motor control systems , opened and closed , circles in the accuracy , speed and technique of basic skills performance in volleyball , and knowing the effects of the two learning programs with motor control systems , opened and closed , circles in the accuracy , speed and technique of basic skills performance in volleyball , in addition to recognizing the priority of one of the two programs over the other in the accuracy , speed and technique of basic skills performance in volleyball. The researcher uses the experimental method with two experimental equal groups design to deal with the problem of the study on a sample of (24) randomly chosen beginner students of the third stage during the academic year 2014-2015 in the school of physical education in the university of Garmian. The sample is divided into two group (12) students in each. The researcher finds the following results: 1- The two learning programs with motor control systems have positive effect on the accuracy , speed and technique of performance of front upper serve ( tennis ), receiving the serve and front pass skills in volleyball. 2- The priority of the first experimental group that used the learning program with closed circle over the second experimental group that used the learning program of the open circle in the accuracy of performance of front upper serve ( tennis ), receiving the serve and front pass skills in volleyball. 3- The priority of the learning program with closed circle over the learning program of the open circle.
International Journal of Human Movement and Sports Sciences, 2024
This research was motivated by the need for more application of physical education learning models in the form of games, especially in volleyball learning. It is known that many students feel bored and unenthusiastic when taking volleyball lessons. Apart from that, students find it difficult and are not mentally prepared to carry out volleyball techniques; as a result, they feel anxious or afraid when doing these techniques in front of other friends. This experimental type of research aims to determine the effect of mental training and playing circuits-based training programs on the learning outcomes of elementary school volleyball students. This study included 44 fifth-grade students from 2 classes at Sekolah Dasar Pembangunan Laboratorium Universitas Negeri Padang. Purposive sampling technique was utilised. A pre- and post-test of volleyball skills were determined by volleyball experts. The paired t-test was used to analyze the data. Data analysis revealed that mental training-based training programs and playing circuits affected the learning outcomes of volleyball for elementary school students at Sekolah Dasar Pembangunan Laboratorium Universitas Negeri Padang. Results indicated significant differences between pre- and post-quality basic volleyball technical skills test (pre: highest score: 70; lowest score: 60; average score: 64.09 2.81 vs. post: highest score: 77; lowest score: 65; average score: 68.68 3.09; p = 0.000). The learning model based on mental training and playing sequences may improve basic volleyball technical skills and increase students' self-confidence and motivation when participating in learning.