Reflections of direct instruction model and physical activity cards applications on cognitive, affective and psychomotor areas in volleyball teaching

The aim of this study is to examine the effects of volleyball training with physical activity cards and direct instruction model on cognitive, affective and psychomotor areas of middle school students. In the study, a one-group pretest-posttest experimental design of quantitative research methods was used. The participants of the study were selected using criterion sampling and convenience sampling method. Twenty-one female students studying at middle school level participated in the study. As data collection tools, "Volleyball Attitude Scale" developed by Böke and Güllü (2020), "Finger Pass and Cuff Pass Observation Form" developed by Böke (2016), "Cognitive Processes Assessment Scale" developed by Tuncel (2006), and "Volleyball Lesson Cyclical Observation Form" of Cacim (2018) were applied to the students by the researcher. The normal distribution of the data was checked with skewness and kurtosis. The difference between the post-test averages and pre-test averages of the measurements was determined and assigned to a variable and normality analysis was performed on this variable. Dependent samples t-test, one of the parametric tests, was used for volleyball attitude scores, "confidence-efficacy" sub-dimension of the cognitive processes evaluation scale, cuff pass and finger pass observation form and volleyball lesson kinesthetic observation form; Wilcoxon Signed Rank Test, one of the non-parametric tests, was used for "strategy use", "self-regulation" and "motivation" sub-dimensions. As a result, there was a significant difference between the pre-test and post-test scores of the VTÖ, Finger Pass and Cuff Pass Observation Form and Volleyball Lesson Cognitive Observation Form in the research group. While there was a significant difference in the confidence-efficacy, strategy, motivation, motivation, and general effect sub-dimensions of the BPSAS used to measure students' cognitive domains, there was no significant difference in the self-regulation sub-dimension. It was found that direct instruction and physical mastery practices in volleyball teaching positively improved students' cognitive, affective and psychomotor domains.