Double coding and its relationship to learning the skill of preparing and receiving a serve in volleyball among fifth-grade middle school female students

Abstract

This study aims (1) assess the level of skills of setting and reception in volleyball, (2) assess the level and type of double-coding (Imagery-Verbal) for female juniors at high school, and (3) find out the association between learning the skills of setting and reception in volleyball and double-coding among these students. A descriptive correlational design was used. The study included a purposive sample of 30 female students who represent 45.45% out of the original population (N = 55). Data were collected from juniors (11^th graders) from Al-Mustaqbal High School at Al-Karkh Education Directorate, Baghdad, Iraq. Data were collected after students' completion of the education of the basic volleyball skills at the second semester, 2017-2018.  The researchers determined the study variables and study instruments according to each variable. The main study was conducted using the results of the two tests and scale. The researchers concluded that the skillful learning in volleyball would be beneficial whenever the imaginary information is introduced more than the verbal information. The double coding depends on what is presented from the model and explanation in the lesson of physical education. The skillful learning relates to what is coded in the mindset of learner students which is clearly reflected on the actual performance. The researchers recommend the need to identify the type of double coding among the learners to facilitate the teaching process in the school in providing the educational content, in accordance with the type of coding. It is necessary to train physical education teachers on how to measure the double coding and introduce such a training in the continuing education programs