Abstract:
Forearm passing is a critical skill in Volleyball, but young learners often face
challenges in Physical Education (PE) classes due to inadequate instruction and
reduced motivation. This study aims to compare the effectiveness of two
interventions, small-sided games and drill practice, in enhancing forearm passing
skills. Using a quasi-experimental design and complete enumeration sampling, a
cohort of 26 Grade 1 learners in group 1 (engaged in small-sided games) and 26
Kindergarten 3 learners in Group 2 (participated in drill practice) have
satisfactorily completed the protocol including pre-test, 6-week intervention, and
post-test, out of 29 Grade 1 and 41 Kindergarten 3 population. The Mini Volleyball
Forearm Passing Test was used to measure passing skills, and ethical
considerations were followed considering the vulnerability of the participants.
Both interventions elevated passing skills from Fair to Good levels for both Group
1 mean scores (pretest = 17.92, posttest = 22.54) and Group 2 mean scores (pretest
= 18.88, posttest = 22.88). The groups engaged in small-sided games demonstrated
a substantial improvement (t[25]=7.11, p<0.001), while those who participated in
drill practice also showed significant enhancement (t[25]=5.47, p<0.001) in their
passing skills post-intervention. Moreover, the mean increments (posttest minus
pretest) in passing skills between the two groups (t[50]=0.629, p=0.532) suggest that
both interventions are equally effective in elevating forearm passing abilities.
Descriptive, paired samples t-test, and independent samples t-test were used
respectively to determine these findings, underscoring the promising impact of
both approaches on skill development, highlighting their potential for enhancing
performance in passing techniques. In conclusion, this study highlights the efficacy
of small-sided games and drill practice in enhancing forearm passing skills in
young learners. Both interventions yielded significant improvements, indicating
their value in skill development. The results support the theoretical frameworks of
Flow Theory and Deliberate Practice Theory, providing valuable insights into
effective teaching methods for forearm passing skills in Mini Volleyball among
young learners.
