The effect of learning methods and motor skills on the learning outcomes of basic techniques in volleyball

Abstract

Plenty of research has investigated various implementations of learning methods in sports and physical education. Unfortunately, the implementation barely involves motor skills, including the absence of grouping the motor skills into levels. Therefore, this research aims to analyze the effect of different learning methods with different motor skill levels on their learning outcomes of basic techniques in volleyball. The research employed a two-way factorial experimental design to divide the learning methods into two: peer tutoring and demonstration. Meanwhile, levels of motor skills were also grouped into high and low. Forty-four junior high school students were randomly recruited to participate in this research. They consisted of Grade 8 male students who took a combined physical education class. They were from three different classes and aged 14.08 ± 0.60 years old. Participants in this research were divided into four groups, receiving treatment for ± 6 weeks. Motor skills data were gathered from the Barrow motor ability test, while data about basic skills in volleyball were taken from the Russel-Lange test (underhand serve, forearm pass, and overhead pass). Then, the data were analyzed using the two-way factorial ANOVA and Tukey post-hoc test. This research found that the peer tutoring method generated better learning outcomes than demonstration (P < 0.05). After that, an interaction was documented between both learning methods with the motor skill levels (P < 0.05), in which the peer tutoring method was claimed to be better than the demonstration for students with high motor skill levels (P < 0.05). Meanwhile, those with low motor levels did not differ significantly from both learning methods (P > 0.05). In conclusion, when given a peer teaching method, students with high motor levels will perform better in learning the basic techniques of volleyball. Meanwhile, those with low motor skills can be treated using both methods, although demonstration generates better results. Finally, physical education teachers need to involve students as peers in teaching and group them based on their motor levels.