2014 Volume 59 Issue 2 Pages 639-652
This study examined the possibility of changing naive conceptions regarding volleyball overhand pass skills with the aim of improving performance. For this purpose, a Peer Teaching model was introduced, in the unit. Peer Teaching involveswhereby students teaching each other based on the class content set by the teacher.
The participants were 43 seventh grade students who took part in a 10-hour PE volleyball unit. Each participant completed the Naive Conception Questionnaire to rate the degree of importance of various movements (DIM) in the overhand pass and to identify technical problems in skill performance (TPI). The questionnaire was administered pre- and post-unit. Furthermore, the control group for this study was the baseline class (n=38), which included data collected previously. The students allowed for a comparison of the DIM and TPI between the control group and the intervention class.
The results showed that;
1) DIM scores increased significantly in the post-unit with the intervention classes. DIM No. 4 [Bringing the ball down to the forehead] scores increased significantly in the post-unit as students were not able to execute this skill prior. TPI scores also increased significantly in the post-unit on the intervention classes.
2) The DIM scores increased in the baseline and intervention classes. Additionally, it was noted that the TPI scores increased significantly with the intervention class when compared with the baseline class.
These results suggest that Peer Teaching is an effective strategy for improving cognition of volleyball overhand pass skills.