The effect of direct feedback on learning the skill of defending the court in frontal and side falls

Abstract

Like other skills, playing volleyball requires clear learning: acquiring knowledge that becomes a tangible reality. The study aims to determine how learning forward diving techniques and the side step skill of saving long balls are affected by receiving rapid feedback. The researchers reasoned that the group receiving immediate feedback upon learning the skill would benefit more from improvement and positive rolling in learning forward falling to save balls and side rolling than the group receiving the same learning steps along with delayed feedback. To fit the needs of the study, the two groups were homogenized, and the experimental methodology was applied. Students in the second stage of Anbar University, College of Physical Education and Sports Sciences were selected because they are novices in acquiring these two skills; to guarantee appropriate learning, players proficient in the game were left out. According to the school schedule, working with the sample took six weeks. There are 40 students in each sample, split into two groups. Section B, the initial group, receives instruction along with prompt feedback. Section C, the second group, gets the same instruction but with feedback that is given later. Learning progressed gradually from simple to complex after explaining and clarifying the skill. Following that, a renowned player and a video presentation of the kinetic model were given to the two groups. Both groups' motor performance was found to have improved, with the results indicating a significant advantage for the group that received immediate feedback. Further research into other skills and activities is advised, as is the use of immediate feedback when learning the skills of frontal diving and side rolling to save the long balls.