This experiment investigated the effect of explicit, implicit, and sequential learning (implicit-explicit) on the acquisition and retention of decision-making skill in volleyball. The participants were 60 female novices, ages 10 to 12 years. The experimental groups followed three different methods of training: (a) explicit practice for the development of declarative knowledge, (b) implicit practice for the development of the procedural knowledge, (c) sequential practice (implicit first and then explicit), and (d) control group that participated only in the measurements. A pre-test, a post-test, and a retention test measured the response time and accuracy of the decision-making skill. Analysis indicated that all experimental groups improved over time while the control group did not. The sequential group was faster and more accurate than the implicit group, and the latter was faster and more accurate than the explicit one. The sequential group outperformed implicit and explicit groups on both speed and accuracy of decision. It seems that both explicit and implicit processes, when they take place in sequence, interact positively, and this method improves speed and accuracy of decision making rather than when each mode of learning (implicit or explicit) occurs separately. If the role of working memory is reduced at the early stages of learning, the accumulation of declarative knowledge (explicit learning) may benefit from accumulation of procedural knowledge and enhance decision-making skill.

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The purpose of this study was to explore the match and technical indicators between winning and losing teams in the Olympics and World Championships (2016–2021) depending on the final score of the matches. A total of 273 volleyball match reports were analyzed from the Men's Olympics (2016 and 2021) and World Championships (2014–2018). Discriminant function analysis determined which skill(s) contributed significantly to winning in matches with various score types. This study showed that for 3- and 4-set matches attack was the best predictor for team's success, while block and serve had also meaningful contribution. In 5-set matches serve and block points were the main predictors of a team's success. The results on the importance of scoring skills highlight the necessity of sustained trainability of all match actions, not favoring one, such as attack, too much. The essential for this balance is confirmed by the fact that teams do not increase their probability of winning a match by success only in attack, but also in the other terminal actions such as serve and block.

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The purpose of this study was to evaluate the effects of a Greek traditional dance programme on sensorimotor synchronization (SMS) and reaction time on primary school children (6.41 ± .41 yr.). We randomly assigned 61 children to either the dance group (31 children, 15 boys, 16 girls, 6.42 ± .40 yr.), who took part in a dance programme of 12 lessons (3 times/week), or the control group (30 children, 16 boys, 14 girls, 6.40 ± .42 yr.). Before and after the intervention, we assessed both groups for SMS (walking in synchrony to 80 and 120 beats/min) and reaction time. Two-way ANOVA repeated measures show that the dance group performed significantly better on SMS compared to the control group at 80 beats/min (BPM), but not at 120 BPM. We discuss the results in relation to spontaneous motor tempo and the information-processing theory. In relation to reaction time, no significant difference was observed between the two groups at the end of the intervention. However, the dance group showed a significant improvement between pre-and post-tests. It may be concluded that a dance programme of 12 lessons constitutes an effective and enjoyable activity for the improvement of young children's sensorimotor synchronization at 80 BPM and perhaps reaction time.