Improving Volleyball Forearm Passing Through Progressive Wall Target Practice

Abstract

Objectives: To describe changes in volleyball forearm passing performance and classroom mastery during two cycles of progressive wall target practice.

Materials and Methods: A classroom action research design used planning, action, observation, and reflection in two cycles, each comprising two lessons. The study involved 30 Grade VIII students assessed at baseline and after each cycle. Practice progressed from a fixed distance to distances of 1.5, 2.0, and 2.5 m, with peer coaching and individual corrective feedback introduced in the second cycle. Assessment involved a 60-second wall passing task. Descriptive statistics were recalculated from individual score tables. Mastery required a score of at least 75, and classroom success required at least 85% of students to meet this threshold.

Results: Mean scores increased from 65.07 ± 8.89 at baseline to 76.20 ± 6.40 after Cycle I and 85.40 ± 4.88 after Cycle II. Mastery increased from 7 of 30 students (23.33%) to 18 (60.00%) and then 30 (100.00%). The baseline-to-final mean increase was 20.33 points, while mastery increased by 76.67 percentage points. Reported activity scores rose from 52.40% to 71.20% and 86.40%.

Conclusions: Progressive wall target practice was accompanied by improved assessed passing performance and attainment of the classroom success criterion. These findings support its use as a practical instructional option in the studied class, although the design cannot establish an independent causal effect or lasting transfer to game performance.