The Effect of Feedback with Self-modeling on Learning the Volleyball Service, in Physical Education Classes

Abstract

The purpose of this study was to evaluate two different types of augmented feedback regarding their effect on motor learning of the overhead service skill in volleyball. Participants were 162 first grade students of junior high school, who were randomly assigned in two teaching groups. The first group (experimental) received feedback through self-observation (self-modeling) simultaneously with verbal feedback after the completion of the skill. The second group (control) received only verbal feedback after the execution of the task. The intervention consisted of 8 lessons, devoted to the teaching and learning of the service technique. There were made three measures pre-post and retention (before-after the teaching, and 3 months later) in order to evaluate the effectiveness of the two methods. In addition the quality of students’ performance was evaluated by two observers (focusing on technical key points) for both groups. Paired samples t-test showed that both groups improved significantly their skill. Because the two groups presented differences in the pre-test evaluation, analysis of covariance with repeated measures (RM-ANCOVA) was conducted, revealing that the experimental group had significantly higher improvements, and retained this progress in better levels than the control group. The visual evaluation of the service skill’s quality confirmed the above results. It seems that augmented feedback can enhance the quality and effectiveness of learning motor skills. Moreover, it seems that feedback with self-modeling is a much more efficient way to promote learning in the volleyball overhead service motor skill. Accordingly, the utilization of new technologies in the implementation of innovative teaching methods, seems to be a very useful tool, for physical education teachers, in order to promote motor skill learning.