From knowing to doing: Volleyball knowledge and skills performance among physical education teacher-education students

Muhaijhie M Alap; Ivy Grace D Labisto; Sherwin T Oceña

doi:10.64268/jospa.v2i2.25

Authors

Muhaijhie M Alap Saint Columban College, Philippines https://orcid.org/0000-0002-2764-2252
Ivy Grace D Labisto Saint Columban College, Philippines
Sherwin T Oceña Saint Columban College, Philippines

DOI:

https://doi.org/10.64268/jospa.v2i2.25

Keywords:

Volleyball, Declarative knowledge, Procedural knowledge, Skills performance, Game-based assessment

Abstract

Background: Physical education (PE) teacher-education programs commonly assume that students who know a sport well also perform it well, yet direct evidence for prospective PE teachers is scarce. Aim: To describe the levels of volleyball knowledge and skills performance among third-year Bachelor of Physical Education (BPED) students and to estimate the association between them. Methods. In this cross-sectional study (STROBE-reported), all 73 eligible third-year BPED students of a government college in Pagadian City, Philippines, were enrolled. Volleyball knowledge was measured with a 30-item researcher-made test (rules and scoring, player positions, strategies, and tactics). Skills performance (serving, passing, setting, spiking, blocking, digging) was rated by trained observers from ten trials per skill on a five-point scale. Data were analyzed with descriptive statistics and Pearson’s r with a 95% confidence interval (CI). Results. Knowledge was moving towards mastery (M = 20.60/30, SD = 4.08; MPS = 68.67%), and skills performance was rated good (M = 2.66, SD = 1.15), with serving highest (M = 3.34) and blocking lowest (M = 2.24). Knowledge and skills were weakly and non-significantly related, r = .141, 95% CI [−.09, .36], p = .233, r² = .02. With N = 73, the study had 80% power only for |r| ≥ .32. Conclusion. The data provide no evidence of a substantial knowledge–skill association in this cohort, although a small-to-moderate association cannot be excluded. Programs should not assume that declarative knowledge transfers automatically to execution and should assess both, ideally in game-like conditions.

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