Comparison of Three Instructional Approaches to Enhance Tactical Knowledge in Volleyball among University Students

Abstract

This study investigated the decision-making process of three instructional groups (i.e., teacher-centered, student-centered with tactical questioning and studentcentered without tactical questioning) in practical courses in volleyball among university students. All students (N = 122) performed a Tactical Awareness task on the correctness of the decision-making process at three testing phases (i.e., pretest, posttest and retention test). The results revealed that the tactical awareness of all students ameliorated after five lessons (posttest) and this effect persisted over time after six weeks (retention test). However, the tactical knowledge of the studentcentered instructional group with tactical questioning improved significantly more than the two other instructional groups. These findings highlight the importance of a student-centered approach with an active involvement of students in evaluative skills to enhance the tactical decision-making process.

Students Reasoning Achievement Using Games Performance Assessment Instrument in Physical Education

“…The treatment group achievement was found to be higher than that of the control group. This shows that this finding is in line with previous studies [16,28,29] which showed that the reasoning achievement performance of student group who used TGfU Model is higher than that of student group who used Technical Model.…”

“…This shows that the urban students mastered the reasoning skills better in net and wall games compared to the rural students. The result of this study was in line with previous studies [16,22,28,29] which showed that the reasoning achievement of TGfU group was higher than that of Technical groups. Urban students are more exposed to reasoning skills as the implementation of reasoning concept occurs in the teaching of all subjects in schools [30].…”

“…Strategy mastery, tactics, and ability to make suitable decisions such as the delivering direction, best technique to earn points, and the best position to receive the ball can help players perform effectively in games [13,16,17]. Technical Model method of teaching does not emphasize the reasoning aspect of games which involves decision making and problem solving [18].…”

A Preliminary Study of the Effects of a Comprehensive Teaching Program, Based on Questioning, to Improve Tactical Actions in Young Footballers

“…In a volleyball study, Broek, Boen, Claessens, Feys, and Ceux (2011) compared three teaching methodologies (traditional, comprehensive without the involvement of questions, and comprehensive with the involvement of questions). The results showed that in the latter, the significant differences between pretest and posttest were much higher than those of the other two groups, in terms of the tactics and decision-making variables.…”

The Smash Ability in Volleyball Games: The experimental study of teaching style and motor ability

“…Another opinion added, the difference in instructional style of teaching has the value of more effectiveness in the delivery of overall content in the delivery of information in the scope of sports games. The explanation is based on a quote, although the traditional instructional model might be effective in improving technical skills, it has been criticized for the loss of the contextual nature of the skills in sport games (Broek, Boen, and Claessens, 2015). Teaching style is a form of teacher's performance during the teaching and learning process both curricular and psychological.…”