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EFFECT OF MODELING AND IMAGERY AS INTERVENTION FOR

SKILL ACQUISITION FOR BEGINNERS IN VOLLEYBALL

I.Rajagopal, Dr.D.Jimreeves Silent Night,

Director of Physical Education, Director of Physical Education,
Einstein College of Engineering, Aditanar College of Arts and Science
Tirunelveli. Tiruchendur.
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Introduction

In this modern era of competition, the psychological preparation of a team is as much

important as teaching the different skills of a game on the scientific lines. The teams are
prepared not only to play the game but also to win the games. And for winning the
games, it is not only the proficiency in the skills which bring victory but more important
is the spirit of the players with they play and perform these best in the competitions,
sports psychology focuses on fearing, training and performance. Sports psychology
mainly focuses on breaking fears in the mind of the players and also to bringing out their
excellent performance in the field of sports.

Modeling has long been regarded as a powerful instructional tool for the learning of
motor skills and social behaviors. The theoretical strength and empirical support for the
effects of modeling make it a viable intervention strategy particularly in the area of sport
and exercise. It is proposed that the observer will form a bond with the model through the
identification of similarities, and thus the observer will be more motivated to pay
attention to the message the model is conveying.

Imagery is actually a form of stimulation. It is similar to a real sensory experience, but

the entire experience occurs in the mind. Our minds can also imagine or picture events
that have not yet occurred. Although imagery relies heavily on memory, we can build an
image from several parts of memory. Imagery can be used at various times during the
performance cycle. It is used in acquisition of skill and enhances the preparation of the
body through mental practice (MP) technique. Imagery is a very powerful tool for both
performance and health enhancement. Most sports psychologists employ imagery as a
part of mental skills.

The performance of volleyball has been regularly influenced to a great extent by

performance factors. In modern game of volleyball passing and service have been over
emphasized to gain control in offence and defense at any level of competition. This puts a
great deal of demand in terms of performance on the part of each player on the playing
court. Like this same manner the training programme by modeling and imagery has been
influencing on learning the skills in volleyball for beginners as well as advanced players.

Statement of the Problem

The objective of the study was to analyze the effect of modeling and imagery as
intervention for skill acquisition for beginners in volleyball.
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Hypothesis
1. It was hypothesized that there will be more effect of modeling group than imagery
group and control group on skill acquisition such as underhand passing and
underhand service for beginners in volleyball.

2. It was hypothesized that there will be less effect of imagery group than modeling
group but more effective than control group on skill acquisition such as underhand
passing and underhand service for beginners in volleyball.

Significance of the Study

1. The result of this study helps to reduce the errors while practicing a new skill.
2. The modeling Technique intervention can improve the player’s interest.
3. This study helps the players to improve the rate of learning and over all performance.
4. The result of this study helps for coaches to prepare coaching schedule.
5. The result of this study provides tools such as modeling and imagery to the players to
participate their skills.

Methodology
The purpose of the study was to find out the effect of modeling and imagery as
interventions for skill acquisition for beginners in volleyball. To achieve this purpose; 36
subjects were selected by random group sampling method from Einstein College of
Engineering, Tirunelveli. 36 subjects were grouped into three groups. Group I and Group
II was experimental group (n =12), which was given the modeling and imagery practice
and the Group III acted as a control group. The experimental groups were practiced the
training programme in modeling and imagery practice for four weeks and 3 days per
week and the control group was kept in inactive during the period. The dependent
variables selected for this study were underhand pass and underhand service. To evaluate
the underhand passing and the underhand service, Kaul’s volleyball passing test and
Russell – langue volleyball test were used respectively. All the subjects were tested
before and after the experimental period on the selected dependent variables.

The obtained data from the experimental group and control group before and after the
experimental period were statically analysed with Analysis of Covariance (ANACOVA).
Whenever the t-ratio for adjusted post-test means were found to be significant, the
scheffe’s test was applied as post-hoc test to determine the paired mean difference. The
level of confidence was fixed at 0.05 levels for all the cases to find out the significance.

Analysis of the Data

The influence of independent variables on each criterion variables were analyzed and
presented blow.
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Passing

The analysis of covariance on passing for modeling group, imagery group and control
group have been analyzed and presented in Table I.

TABLE I

COMPUTATION OF ANALYSIS OF COVARIANCE OF PASSING OF

MODELING, IMAGERY AND CONTROL GROUPS.

Source SS df Ms ‘F’ -ratio

Between 1762.01 2 881
29.77*
Within 947.12 33 29.6

*Significant of 0.05 level ‘F’ (2, 33) = 3.28

The table value required for significance at 0.05 levels with df 2 and 33 is 3.28. The table
I shows that the obtained ‘F’-ratio 29.77. The adjusted post-test mean is more than the
table value of 3.28. For df 2 and 33 required for significance at 0.05 level of confidence.

The result of the study indicates that there is significant difference in passing among the
adjusted post-test means of modeling training group, imagery training group and control
group. To determine which of the paired means had a significant difference, the Scheffe’s
test was applied as post hoc test and the results are presented in Table II.

TABLE II

THE SCHEFFE’S TEST FOR THE DIFFERENCE BETWEEN THE ADJUSTED

POST TEST PAIRED MEANS ON UNDERHAND PASSING

Mean
Modeling Imagery Control Difference CI
19.14 13.3 5.84 5.68

19.14 1.77 17.37* 5.68

13.3 1.77 11.53* 5.68

The table II shows that, the adjusted post test mean difference on underhand passing
among modeling group, imagery group and control group as 5.84, 17.37 and 11.53
respectively. The values are greater than the confidence interval value 5.68, which shoes
significant difference at 0.05 level of confidence.
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It may be concluded from the result of the study that there is a significant difference in
underhand passing among the modeling, imagery and control group. However the
improvement in underhand passing was significantly higher for modeling group followed
by imagery group and followed by control group. It may be concluded that modeling
group is better than imagery and control group in improving underhand passing. The
result of the study indicates that there is significant difference among the adjusted post-
test means of modeling training group, imagery training group and control group.

Underhand Service

The analysis of covariance on underhand service for modeling group, imagery group and
control group have been analysed and presented here in Table III

TABLE III

COMPUTATION OF ANALYSIS OF COVARIANCE OF SERVING OF

MODELING, IMAGERY AND CONTROL GROUPS.

Source SS df Ms ‘F’ -ratio

Between
2.29 2 1.29
6.89
Within
6.01 33 0.19

*Significant of 0.05 level ‘F’ (2, 33) = 3.28

The table value required for significance at 0.05 level with df 2 and 33 is 3.28. The table
III shows that, ‘F’-ratio 6.89 for adjusted post test mean is more than the table value of
3.28 for df 2 and 33 required for significance at 0.05 level of confidence.

The result of the study indicate that there is significant difference among the adjusted
post test means of modeling training group, imagery training group and control group on
the development of underhand service. To determine which of the paired mean had a
significant difference the scheffe’s test was applied as post hoc test and the results are
presented here in Table V.

TABLE IV

THE SCHEFFE’S TEST FOR THE DIFFERENCE AMONG THE ADJUSTED

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POST TEST PAIRED MEANS ON UNDERHAND SERVICE

Mean
Modeling Imagery Control Difference CI
1.35 0.75 0.60* 0.48

1.35 0.14 1.21* 0.48

0.75 0.14 0.61* 0.48

The table IV shows the adjusted post test mean difference on underhand service among
modeling group, imagery group and control group as 0.60, 1.21, 0.61 respectively. The
value is greater than the confidence interval value 0.48 which shows significant
difference at 0.05 level of confidence.

It may be concluded from the results of the study that there is a significant difference in
underhand service among the modeling, imagery and control groups. However the
improvement in underhand service was significantly higher for modeling group followed
by imagery group and followed by control group. It may be concluded that modeling
group is better than imagery and control group in improving underhand service.

The result of the study indicate that both the experimental groups namely modeling and
imagery had significantly improved in the selected dependent variables namely
underhand passing and underhand serving when compared to the control group. It is also
found that the improvement caused by modeling group training was greater when
compared to the effects of both imagery group training and control group. Imagery group
training found to be better than control group and less than the modeling group.

Discussion on Hypothesis

1. It was hypothesized that there will be more effect of modeling group than imagery
group and control group on skill acquisition such as underhand passing and
underhand service for beginners in volleyball.

After analyzing the data it was found that there was more significant effect of modeling
training on skill acquisition such as underhand passing and underhand service for
beginners in volleyball than other two groups. Hence the above said hypothesis and stated
in one in the first chapter was accepted.

2. It was hypothesized that there will be less effect of imagery group than modeling
group but more effective than control group on skill acquisition such as
underhand passing and underhand service for beginners in volleyball.
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After analyzing the data it was found that there was less significant effect of imagery
group than modeling group but more effect than control group on skill acquisition such as
underhand passing and underhand service for beginners in volleyball. Hence the above
said hypothesis and stated in two in the first chapter was accepted.

Conclusions

From the analysis of the data the result of the study was concluded in the following way.

 Modeling training on skills such as underhand passing and underhand serving has
more significant improvement on skills such as underhand passing and underhand
serving than imagery training.

 Imagery training on skills such as underhand passing and underhand serving has
less significant improvement on skills such as underhand passing and underhand
serving than modeling training and more significant improvement than control
group.

Recommendations

In the light of conclusions drawn, the following recommendations may be considered.

The similar study may be conducted in other major games like basketball,
football, hockey etc.,

The similar study may be conducted on other different skills like over hand
service, Tennis service, Blocking and Spiking in volleyball.

The similar study may be conducted on various skills in Track and Field.

The similar study may be conducted for men players.

The similar study may be conducted on various age level players for various
games.

The similar study may be conducted on international and national level of players
separately.

The similar study may be conducted with large number of subjects at higher level
shall enhance the importance of this study.
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Reference:

1. Dr.Singh Agyajit, Sport Psychology a Study of Indian Sportsmen, (India: Friends

publication; 1992).
2. Wakharker, Handbook of Physical Education, (Delhi: Friends publication; 1994).
3. www.modeling-learning-two-volleyball-skills.htm.
4. Joseph G. Johnson, Cognitive modeling of decision making in sports, Psychology
of Sport and Exercise, Volume 7, Issue 6, November 2006.
5. www.imagery modeling\guided-imagery.htm.
6. Gregg, M., Hall, C., & Nederhof, E. (2005). Imagery ability, imagery use, and
performance relationship. The Sport Psychologist.