The effects of volleyball classes taught through sport education model on cognitive, affective and psychomotor achievement skills of students

The purpuse of this study was to investigate the effects of volleyball classes taught through Sports Education Model on cognitive, affective and psychomotor achievement skills of students.Research was designed as a real experiment model utilizing pre-test/post-test control group model. The population of the research was composed of 240 students who are studying School of Physical Education and Sport, Department of Physical Education Teaching and Coaching Education at Abant İzzet Baysal University in the fall semester of 2010-2011 educational year. The sample of the study consisted of the third year students attending volleyball classes in the Department of Physical Education Teaching and students from Coaching Education who attended the class as an elective course. The students who are studying in the Department of Physical Education Teaching were assigned randomly to the experimental group in which Sports Education Model was used and students who are studying in the Coaching Education were assigned to control group which used Direct Instruction Model. The students in the experimental group (25 males and 10 females, mean age = 23.11 + 2.21) from Physical Education Teaching Department; the students in control group (20 males and 10 females, mean age = 22.76 + 2.37) from Coaching Education Department participated in this study.?Achievement Test for Volleyball Class? developed by the researcher to assess experimental and control group students? development in the cognitive domain; ?Attitude Scale towards Volleyball Classes? developed by Mirzeoğlu (2000) to identify development in the affective domain; observation forms developed by the researcher and ?Game Performance Assessment Instrument? developed by Oslin, Mitchell and Griffin (1998) were used to identify the development of students in the psychomotor domains both at the beginning and end of the study.SPSS 17.0 package program was used in the analysis of the collected data and the level of significance was assumed as 0.05 in statistical analysis. Arithmetic means, standard deviation and paired sample t-test were utilized in order to identify the in-group development of control and experimental groups. Arithmetic means, standard deviation and independent groups t-test were utilized to determine whether there was a difference between the achievement levels of control and experimental groups. In addition, frequencies and percentage calculations were used in the self and group assessment forms created to determine the ideas and views of students regarding their roles outside playing and the general season.In conclusions, statistically significant differences were observed in favor of experimental group in the area of achievement levels in cognitive and affective domains while statistically significant differences were observed in favor of the control group in psychomotor domain achievement levels. The results showed a statistically significant differences in favor of control group in achievement levels regarding skills execution -a component of game performance- and also a statistically significant differences in favor of the experimental group in achievement levels regarding decision making, adjustment and game performance components in comparison between control and experimental groups. No statistically significant difference was observed between the achievement scores in the game involvement component between the two groups. In addition, experimental group students taught through Sports Education Model were found to have mostly positive views regarding roles outside playing and the implemented model.Key Words: Sport Education Model, Direct Instruction Model, Cognitive Domain, Affective Domain, Psychomotor Domain, Game Performance, Volleyball.