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Abstract

The aim of this study was to analyse the effects of applying an observation tool used by elementary pupils to assess their procedural knowledge (PK) in volleyball. This investigation has a quantitative methodology which involved a quasi-experimental design with a control group. Elementary pupils (N=16) from sixth grade (age 11.23 ± 0.88) at a state school in Seville (Spain) participated in this study. The pupils were distributed into a control group (n = 8) and an experimental group (n = 8). The dependent variable was the PK, which was measured using a validated questionnaire. Between the pre-test and post-test of PK, the pupils belonging to the experimental group observed the game through the Games Performance Assessment Instrument (GPAI) tool. The results proved that that the experimental group showed statistically significant differences with the control group in the total score of the questionnaire on PK (p = 0.001). In the interviews, the pupils attributed their improvements to the learning generated by the observation instrument used. This work demonstrates that tactical training in elementary pupils helps to improve procedural knowledge.