Eleni Zetou

Comparing hybrid learning with traditional approaches on learning the Microsoft Office Power Point 2003 program in tertiary education

The purpose of this study was to determine the effectiveness of a hybrid learning approach to deliver a computer science course concerning the Microsoft office PowerPoint 2003 program in comparison to delivering the same course content in the form of traditional lectures. A hundred and seventy-two first year university students were randomly assigned into two teaching method groups: traditional lecture instruction (TLI) and hybrid lecture instruction (HLI). Each group received six 95-min periods of instruction divided into 4 sections: a) 5-min brief outline of the key learning points, b) 40-min lecture on general knowledge c) 45-min constructivist-inspired learning activities and d) 5-min summary on key learning points. In the beginning and the end of this study students completed a 17-item multiple choice knowledge test. Two-way analysis of variances (ANOVA), with repeated measures on the last factor, were conducted to determine effect of method groups (TLI, HLI) and measures (pre-test, post-test) on knowledge test. The measures main effect was significant, as well as the groups x measures interaction effect. Two independent-samples t test were conducted to follow up the significant interaction. Differences in mean ratings of knowledge performance between the two teaching groups were not significantly different at first measure, while the TLI method group yielded a significantly lower mean rating at second measure. The findings indicated that HLI approach might be a superior option for undergraduate students on learning the Microsoft office PowerPoint 2003 program.

Modeling in Learning Two Volleyball Skills

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 childrens learning of two volleyball skills (set and serve), and this procedure is suggested for use by practitioners.

Playing characteristics of men’s Olympic Volleyball teams in complex II

The aim of the present study was to present the playing characteristics of the teams in complex II and to attempt to determine which of these characteristics led to victory and to the final ranking of the teams. The subjects were 38 Olympic Volleyball men’s games. In every game, teams were characterized according to the result of the game (win or lose). The games were video-recorded and analyzed with the “Data Volleyball” program. It recorded every skill of the complex II of the game, for each player of each team. There was a 5 level scale protocol according to the effectiveness of the skill (Eom & Schutz, 1992; Eom, 1989). Discriminant analysis was conducted to select which subset of the measured variables significantly contributed to the prediction of winning or losing in Olympic Volleyball teams. Among the five variables of service: “reception to other court” and “ace” were entered into the final model yielding high loadings, .80 and .79 respectively. Predicting game outcome from the five “counter attacked” variables, resulted in one significant function and “ace” was selected to enter into the final model. None of the three “dig” or the four “block” categories were significantly discriminating game outcome. These results conclude that “ace” in service and in counterattack remain powerful aggressive tools for high level teams and were predictors to win.

Student attitude and learning outcomes of multimedia computer-assisted versus traditional instruction in basketball

The purpose of this study was to examine the effect of multimedia computer-assisted instruction (MCAI), traditional instruction (TI), and combined instruction (CI) methods on learning the skill of shooting in basketball. Additionally, a comparison of the students’ attitudes towards the MCAI and TI methods was made. Seventy-five middle school students of seventh and eighth grade were randomly assigned into three teaching method groups: TI, MCAI and CI. Each group received ten 45-min periods of instruction divided into three sections: (a) 5-min introduction, (b) 30-min instructional time and (c) 10-min questions and review. Students took pre-, post-, and retention written test covering techniques and rules of the games. Participants in the CI group also completed a post-test attitude survey towards the MCAI and TI methods. Two-way analysis of variances (ANOVA), with repeated measures on the last factor, were conducted to determine effect of method groups (MCAI, TI, CI) and measures (pre-test, post-test, re-test) on knowledge test. Paired samples t-test analyses were conducted to measure students’ attitude towards the MCAI and TI methods. Post-test results indicated no significant differences between the groups concerning the written test. Nevertheless, the attitude test scores of the CI group were more favourable to MCAI method than the TI method. Retention test results showed that groups retained the knowledge acquisition. However, the combine method of instruction tended to be the most effective on cognitive learning.

Contextual Interference Effects in Learning Volleyball Skills

The aim of this study was to examine the contextual interference effect on learning three volleyball skills. Participants were 26 novice female volleyball players (M age = 12.4 yr., SD = 1.2). They were assigned into two groups, Low Interference (n = 13) and High Interference (n = 13). Two practice schedules were used: blocked (Low Interference) and random (High Interference). The training period lasted for 10 weeks and included 2 training sessions of 75 min. each per week. The pretest was performed before the first training session, the posttest was performed after the completion of the last training period, and the retention test was performed two weeks after the posttest. A 2 (Groups) × 3 (Measurement Periods) analysis of variance with repeated measures indicated significant improvement in performance between pre- and posttests for both High Interference and Low Interference groups for the three skills included in this study. There was no significant main effect of group or interaction effect of group and measure. These findings suggest that either blocked or random practice could be effectively used in learning of volleyball skills by unskilled children.

Management and Content Analysis of Timeout during Volleyball Games

The aim of the study was to record the administration of time out in relation to the score, along with coaches’ analysis of their comments and also the varieties of comments between teams which won and which lost the games. The sample was the 12 coaches of Greek A1 division championships. It was recorded 238 time outs in 12 official games in local period. The procedure was accomplished through video and sound recording during time out and then it was analyzed. The Instrument for Recording Coaches’ Comments during Time-Outs (Hastie, 1999) was used. Analysis of frequencies showed that most of the coaches preferred to take time out after the first technical time out (9-16 points -36%) and especially after the second (17-21 points -39.3%). They also used time out mainly when the score was 2 points in favour to the opponent team 22%. As far as the variety kinds of comments that each coach used, it was found that most of those comments referred to game tactics (50.85%). Psychological comments were fewer (26.70%), while other comments were even less (19.61%). MANOVA (p<.05) didn’t show any significant difference between the coaches comments and their final ranking (1-4, 5-8, 9-12).

Factors related to the incidence of injuries' appearance to volleyball players

The purpose of this study was to investigate the external risk factors that contribute to sports injuries experienced by Volleyball players. 114 Greek Volleyball players (61 male and 53 female) who participate in the Volleyball Championship including the A1 and A2 national division and the local championships, age 22.77 (SD = 4.85) participated in this study. A questionnaire survey was used for data collection purposes and the interviews were conducted on a personal level. Of the 114 volley ball players (94.5 response rate), reported 363 injuries, during a total exposure time of 34200 h/year for 5 years, representing an overall incidence of 0.63 injuries per player. The majority of the injuries were located in the ankle region (51.3%), followed by the knee (18.2%) and the back (12.4%). Most injuries (58.1%) were classified as being of moderate severity. Most injuries occurred during training (52.3%), and the 69.1% of them during the competitive season. The present study indicates that the risk of suffering an injury in volleyball is relatevly high therefore more researches are needed to accomplish in order practitioners and clinics prevent injuries in training period and competitions.

The Effects of Multimedia Computer-Assisted Instruction on Middle School Students’ Volleyball Performance

The purpose of this study was to examine the effect of multimedia computer — assisted instruction (MCAI), traditional instruction (TI), and mixed instruction (MI) methods on learning the skill of setting in Volleyball. Forty-eight middle school students of seventh and eighth grade were randomly assigned into three teaching method groups; TI, MCAI and MI. Each group received ten 40-min periods of instruction divided into 3 sections: a) 5 min warmup, b) 30-min main practice time and c) 5-min cool dawn and review. TI group participants experienced the setting ability through a series of progressive skills accompanied with drill and repetition of practice presented by an instructor. The MCAI group experienced the setting ability through a series of progressive skills accompanied with drill and repetition of practice presented by a multimedia program. The mixed group experienced the same procedure, practicing through the multimedia program as well as through traditional instruction. All students completed pre-, post-, and retention skill test. Two-way analysis of variances (ANOVA), with repeated measures on the last factor, were conducted to determine effect of method groups (TI, MCAI, MI) and measures (pre-test, post-test, re-test) on skill test. Post-test results indicated no significant differences between the groups concerning the skill test. Retention test results showed that groups retained the skill learning. However, the mixed method of instruction tended to be the most effective for skill development.

The effects of goal-setting interventions on three volleyball skills: a single-subject design

The purpose of this study was to examine the effects of a goal setting intervention program, on basic components of volleyball performance over a competitive season. A multiple-baseline, single-subject design was used with video observations on three performance components (serving, serve-receiving and attacking), collected for three woman volleyball players, in amateur level-six years experience. Every skill evaluated using three symbols: 0 = the lost (a point lost by player), + = the perfect (a point won by player) and − = the neutral (continued the phase). This method evaluates the effectiveness of individual components of performance. At the midseason break, participants selected one skill of their play that they felt would benefit from improvement. A goal-setting program was designed based on the goal attainment scaling procedure recommended by Smith (1988). According to the program participants generated numerical targets for their chosen skills. Performance skills were assessed for the next seven matches as they had been in the pre-intervention phase. Participants showed no significant improvements in their targeted area of performance. The findings suggest that amateur athletes cannot enhance their performance by using the goal attainment scaling as an intervention strategy during the games of the competitive season.