The effects of two instructional models--tactical and skill teaching--on skill development and game play, knowledge, self-efficacy, and student perceptions in volleyball.

Abstract

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 ...

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