Sequential Skill Learning and Retention Effects in Volleyball

Abstract

Four required physical education volleyball classes were taught four distinct volleyball skills in varied sequential order. The skills learned were the serve, dig, set-up, and spike. Between- and within-group differences were observed on tests administered on three different occasions throughout the quarter.

Immediate and later retention effects due to the order in which the skills were learned when measured yielded a few isolated significant differences, but no pattern was established. It was concluded that the order in which volleyball skills are taught had little bearing on their learning or retention.