DEVELOPING VOLLEYBALL PLAYERS' TECHNICAL AND TACTICAL COMPETENCE THROUGH DIGITAL TRAINING TECHNOLOGIES: A QUASI-EXPERIMENTAL STUDY ON SPORTS PERFORMANCE AND SELF-REGULATED LEARNING

Abstract

The rapid development of digital technologies has significantly transformed modern sports training systems, particularly in team sports such as volleyball. Video analysis platforms, wearable technologies, digital performance tracking systems, and online tactical simulations are increasingly used to improve athletes’ technical and tactical competence. However, the effectiveness of these technologies depends not only on their availability but also on the pedagogical and methodological approaches used during training. Many volleyball training programs still rely mainly on repetitive physical exercises without sufficiently developing athletes’ reflective thinking, self-analysis, and self-regulated learning abilities. This study examines the pedagogical effectiveness of integrating digital training technologies into volleyball education and athlete development. A quasi-experimental pre-test and post-test control group design was employed with 60 volleyball players aged 15–17 years. The experimental group participated in an eight-week digital-supported training intervention that included video-based feedback, tactical performance analysis, self-monitoring checklists, and reflective sports diaries. The control group received traditional volleyball training without systematic digital feedback. Quantitative data were collected through technical skill assessments, tactical decision-making tests, self-regulated learning questionnaires, and performance evaluation scales. Qualitative data were obtained from athletes’ reflective training diaries. The results demonstrated statistically significant improvements in the experimental group’s technical accuracy, tactical awareness, self-regulated learning skills, and overall sports performance. The findings suggest that digital-supported volleyball training becomes more effective when combined with reflective and metacognitive coaching strategies. The study proposes a practical pedagogical model for integrating digital technologies into volleyball training systems and discusses implications for coaches, sports educators, and athlete development programs.