ABSTRACT
The present study was designed to investigate the influence of two different types of modeling and knowledge of performance on acquisition and retention of two volleyball skills (set and serve). Participants were 63 boys and 53 girls in elementary school, whose mean age was 11.7 yr. (SD=.5). The children were randomly assigned into two groups given the same practice method for 16 practice sessions (8 for the set and 8 for the serve) but different types of modeling. Some participants observed a videotape of an expert model performing the skills, and the second group observed a videotaped replay of their own performance. Verbal cues were provided simultaneously with the videotaped demonstration. The first group improved set and serve skills more on acquisition and on the retention test than the second group. This improvement was present when scores and form were evaluated. Modeling plus instructional cues seemed to improve children's learning of two volleyball skills (set and serve), and this procedure is suggested for use by practitioners.
