Campus Access Only
All rights reserved. This publication is intended for use solely by faculty, students, and staff of University of the Pacific. No part of this publication may be reproduced, distributed, or transmitted in any form or by any means, now known or later developed, including but not limited to photocopying, recording, or other electronic or mechanical methods, without the prior written permission of the author or the publisher.
Date of Award
Thesis - Pacific Access Restricted
Master of Arts (M.A.)
Martin T. Gipson
First Committee Member
Kenneth L. Beauchamp
Second Committee Member
John P. Dunning
A three-group baseline-treatment case history design was used to compare the effectiveness of positive and corrective verbal feedback for improving the skill of passing for experienced male collegiate volleyball players. Sixteen players were blocked into two skill levels, high and low and then randomly assigned to one of three feedback groups, positive, corrective, or no feedback. The head coach gave feedback to the players during the four sessions they attended. Passing statistics were recorded to determine the effectiveness of the differential feedback on the players' skill of passing. Results show that there was not a significant overall decrease in the performance of the positive feedback group. The corrective group did not increase their passing performance in comparison to that of the other groups. There were mixed results with the high skilled corrective passers slightly declining in performance and the low skilled slightly increasing in their performance.
9780591913651 , 0591913658
Wortmann, Joseph James. (1998). The effects of differential verbal feedback given to collegiate volleyball players practicing the skill of passing. University of the Pacific, Thesis - Pacific Access Restricted. https://scholarlycommons.pacific.edu/uop_etds/2617
To access this thesis/dissertation you must have a valid pacific.edu email address and log-in to Scholarly Commons.Find in PacificSearch Find in ProQuest
If you are the author and would like to grant permission to make your work openly accessible, please email