Assessing the Students’ Performance on Volleyball through Skills-Related Training Program

This study assessed changes in students’ volleyball performance following a skills-related training program at Immaculada Concepcion College during the academic year 2023–2024. Using a quantitative descriptive pretest–posttest design, data from 100 respondents were analyzed through a 20-item assessment, volleyball skill rubric, and validated questionnaire using descriptive statistics, a paired-samples t-test, and Spearman correlation. Results revealed a significant increase in mean assessment scores from 11.58 to 13.63 (t = −8.147, p = .001). Respondents reported positive training outcomes (M = 2.86), particularly in understanding volleyball strategies, forearm passing, and serving, while serve anticipation and defensive digging required further improvement. Physical fatigue, injuries, skill-level differences, and motivational concerns emerged as the leading implementation challenges. Age, sex, educational year level, and playing experience demonstrated significant associations with perceived training impact. The findings indicate improved assessment performance following structured training, although development varied across volleyball competencies. Schools should strengthen differentiated instruction, defensive skills training, performance monitoring, and injury-prevention practices. The single institution setting, absence of a comparison group, and reliance partly on self-reported assessments limit broader interpretation. Overall, the study provides an evidence-based foundation for improving inclusive, responsive, and sustainable school-based volleyball instruction through systematic evaluation and continuous program enhancement.