Method: The sample was 12 players of a Midwestern community college women´s volleyball team (Division I). A quasi-experimental design with pre-test, post-test, and re-test was done. The dependent variable was the players´ perception and use of the game statistics. The independent variable was the educational program. The independent variable was the educational program about game statistics and goal setting. The coaches´ and players´ perception, level of satisfaction, and fulfillment of the task during the sessions was registered. Data were collected through questionnaire and interviews. The program had four 30 minutes theoretical-practical sessions outside of the gym and three sessions of 30 minutes in the gym. Players were taught how to set goals and monitor their actions. A team panel was used to monitor the team goals related to game statistics. A descriptive and inferential analysis of the results (t-test for evidence of relationship) was done.
Analysis/Results: Players increase the perception of the importance of the statistics for the public and media. They didn´t change their perception of the importance of the statistics for coaches and players (initial and final values > 9.5 out of 10). After the educational training, players´ perceptions increased significantly about their ability to understand, analyze, and use it in practice and in competition. The players used the information significantly more in their practice for all the game actions. Players believed that the abilities learned helped to improve their performance and the way they practice. The players believed that the intervention was useful, that helped them to focus in practice, and to focus on technique and the quality of the actions and better monitor their progress.
Conclusions: The educational program was effective at increasing players´ perception and understanding about statistics, as well as their use in practice to monitoring their quality and progress.