TY - JOUR
T1 - The Effects of Two Instructional Models--Tactical and Skill Teaching--On Skill Development and Game Play, Knowledge, Self-Efficacy, and Student Perceptions in Volleyball
AU - Harrison, Joyce
AU - Blakemore, Connie
AU - Richards, Robert
AU - Oliver, Jon
AU - Wilkinson, Carol
AU - Fellingham, Gilbert
N1 - This study evaluated the effects of Skill Teaching and Tactical approaches on skill development, game play, knowledge, and self-efficacy for 169 high- and low-skilled players of 182 beginning university Volleyball students. Three instructors each taught one Tactical and one Skill Teaching class two days a week for 16 weeks.
PY - 2004
Y1 - 2004
N2 - This study evaluated the effects of Skill Teaching and Tactical approaches on skill development, game play, knowledge, and self-efficacy for 169 high- and low-skilled players of 182 beginning university Volleyball students. Three instructors each taught one Tactical and one Skill Teaching class two days a week for 16 weeks. A random coefficients growth curve model revealed significant improvement on skills tests, knowledge, self-efficacy, contacts per serve in 6-on-6 games, the percentage of successful passes and sets, and the percentage of legal sets and serves for both groups. Skill Teaching students ended 6.5 points higher on serve self-efficacy. Low-skilled students improved more on the serve skills test, self-efficacy, and the percentage of legal sets and successful passes. High skilled students improved more on the spike skills test and legal and successful spikes per serve. Neither model was superior. (Contains 4 tables.)
AB - This study evaluated the effects of Skill Teaching and Tactical approaches on skill development, game play, knowledge, and self-efficacy for 169 high- and low-skilled players of 182 beginning university Volleyball students. Three instructors each taught one Tactical and one Skill Teaching class two days a week for 16 weeks. A random coefficients growth curve model revealed significant improvement on skills tests, knowledge, self-efficacy, contacts per serve in 6-on-6 games, the percentage of successful passes and sets, and the percentage of legal sets and serves for both groups. Skill Teaching students ended 6.5 points higher on serve self-efficacy. Low-skilled students improved more on the serve skills test, self-efficacy, and the percentage of legal sets and successful passes. High skilled students improved more on the spike skills test and legal and successful spikes per serve. Neither model was superior. (Contains 4 tables.)
UR - https://eric.ed.gov/?id=EJ740117
M3 - Article
VL - 61
JO - Physical Educator
JF - Physical Educator
ER -