Teachers' instructional variables in volleyball and students' improvement in motor skill

The purpose of this study was to examine the relationship between teacher-related process variables as defined by the Qualitative Measures of Teacher Performance Scale and students' learning of three volleyball skills. Teachers of nine classes and 222 students were the subjects. Students were pretested and posttested on the forearm pass, underhand serve, and overhand pass. Aggregate motor scores (summed residuals) were established. Between the testing periods the students received eight lessons in the skills from their regular physical education teachers. All instruction was videotaped and later analyzed. Instructional process was based upon teachers' performance on the scale. Relationships were found between teachers' performance and students' learning for the residual serve, residual forearm pass, and summed residual scores.