An Analysis of Learning Trials and Their Relationship to Achievement in Volleyball

Abstract

The purpose of this study was to determine the relationship between learning trials and achievement for four volleyball skills—set, forearm pass, serve, and spike. The subjects studied totaled 58 male and female students in two university beginning-volleyball classes. Twenty-two class periods were videotaped, and the tapes were analyzed to determine all correct and incorrect skill trials made by each student each day for the four skills studied. The data analysis included learning trials, learning curves, and achievement. The most consistent result of the statistical analyses was the importance of the total correct trials in determining achievement. For the forearm pass, the serve, and the spike, outside-of-class participation increased the number of total correct trials. The beginning skill level, represented by the pretest score, also influenced achievement. Average trials per day per student were very low, and low-skilled students did not get as many correct or total trials as high-skilled students. This study supports previous studies that suggest that discrete trials might be a more appropriate measure of student achievement than ALT-PE or time-on-task.

Effects of Improving Teachers' Content Knowledge on Teaching and Student Learning in Physical Education

“…These findings are important for three reasons. First, correct trials are highly associated with student achievement in physical education (Buck, Harrison, & Bryce, 1991;Hastie, Calderón, Palao, Ortega, 2011;Silverman, 1985). Second, in this study, we used criteria for correct trials that were independent of the teachers' criteria to ensure that the criteria for a correct trial met a standard that was both valid and specific.…”

Attitudes and Perceptions of Middle School Students Toward Competitive Activities in Physical Education

“…Time and appropriate practice is crucial for student success (Buck, Harrison, & Bryce, 1991;Meltzer, 1989;Silverman, 1985Silverman, , 1990Silverman, , 1993Silverman, , 2005Silverman, Subramaniam, & Woods, 1998;Simons-Morton, Taylor, Snider, & Huang, 1993). Students, who did not attain skill, often could not participate when placed in game-like situations.…”

The effects of task organization on skill and knowledge in physical education. (Efecto de la forma de organización sobre el aprendizaje técnico y conceptual en educación física).

“…Buck, Harrison, & Brice (1991), Silverman (1985), Silverman et al, (1998), and Silverman, Devillier & Ramirez (1991) to adapt the proposed tasks to the skill level of the students and to avoid plan only one task for all students. Essentially, the results of this study confirm that, indeed, one size does not fit all.…”