Multimedia-enhanced learning of volleyball rules in physical education and sports faculties

Background and Study Aim Material and Methods As technology's role in education grows, assessing its efficacy in sports curriculum becomes increasingly crucial. In light of potential limitations in traditional teaching methods, exploring innovative approaches becomes imperative to enhance the learning experience. This study investigates the impact of multimedia usage in teaching the theoretical aspects of volleyball rules within faculties of physical education and sports sciences. The research included a total of 87 students. From this pool, 20 students were selected to form two groups, each consisting of 10 students. This study compared two groups using two different teaching methods: a multimedia-based program group and a traditional program group. The research employed a descriptive approach and the causal-comparative study method. Results The results indicated that the use of multimedia had a positive impact on teaching the theoretical aspects of volleyball rules courses. There were statistically significant differences between the pre-and post-measurements of the traditional program group, with the post-measurement being superior. Furthermore, significant differences were observed between the two post-measurements of the two groups, with the multimedia-based program group showing a superior outcome. Conclusions These results emphasize the potential of multimedia as an effective tool for enriching sports curriculum within faculties of physical education and sports sciences. Further exploration of multimedia's role in education is warranted to harness its full potential for pedagogical enhancement.

Automated summary

This study investigates the impact of multimedia usage in teaching the theoretical aspects of volleyball rules within faculties of physical education and sports sciences. The results indicate that the use of multimedia has a positive impact on teaching the theoretical aspects of volleyball rules, improving students' learning outcomes.