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Computers are increasingly a part of preschoolerÕs lives. The purpose of the present paper was to discuss research avenues employing computers as a learning tool and to analyse the results obtained by this method at the preschoolersÕ learning level. Specifically this research was to determine if computer assisted instruction (CAI) was a useful tool to enhance cognitive, emotional, linguistic, and literacy skills in preschool children. CAI programmes may never replace the book and the blackboard but one should be aware that they were more accessible by young children, who learn better with pictures and sounds, and the proper use of appropriate programmes could make a considerable difference.

The present study was designed to investigate the influence of two different types of modeling and knowledge of performance on acquisition and retention of two volleyball skills (set and serve). Participants were 63 boys and 53 girls in elementary school, whose mean age was 11.7 yr. (SD=.5). The children were randomly assigned into two groups given the same practice method for 16 practice sessions (8 for the set and 8 for the serve) but different types of modeling. Some participants observed a videotape of an expert model performing the skills, and the second group observed a videotaped replay of their own performance. Verbal cues were provided simultaneously with the videotaped demonstration. The first group improved set and serve skills more on acquisition and on the retention test than the second group. This improvement was present when scores and form were evaluated. Modeling plus instructional cues seemed to improve children's learning of two volleyball skills (set and serve), and this procedure is suggested for use by practitioners.

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Zetou E, Vernadakis N, Bebetsos E, Makraki E. The effect of self-talk in learning the volleyball service skill and self-efficacy improvement. J. Hum. Sport Exerc. Vol. 7, No. 4, pp. 794-805, 2012. In this study the effect of self-talk on learning the volleyball service skill was examined and also the self-efficacy improvement. Participants were 57 female players 13 years old (mean age =12.83, SD=0.97) with two years experience (Μ=1.99, SD=0.67). Prior to the beginning of the program, participants were randomly assigned into two groups: a. the instructional self-talk group (ISTG, n = 28) and b. the control (traditional) group (CG, n = 29). All athletes followed a four-week practice program, aiming at overhand service skill learning and self-efficacy improvement. The program consisted of two practice units (60 min) per week. Participants of ISTG were taught to use the self-talk (for technique) loud before they performed the service drills. The control group received traditional feedback, that is, knowledge of performance and knowledge of results provided by the instructor. Service performance was assessed by videotaped evaluations in five basic elements of skill. There were three measurement periods for field test: pre-, post-and retention tests (one week after post-test). ANOVA repeated measures revealed significant interaction between groups and measures. There was also significant interaction between groups and self-efficacy scores. The results indicated that participants of the ISTG had better scores in the final measurement than the control group, when technique was evaluated and improved also their self-efficacy. In conclusion the Self-talk helps female volleyball athletes to improve performance and learning of overhand service skill and to improve also their self-efficacy. This study adds some useful elements to practitioners and how they used self-talk in the practice.