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The aim of the research is to examine the volleyball lessons performed with Sport Education Model (SEM), Play Practice Approach (PPA) and Teacher Centered Teaching (TCT) in terms of learning outcomes. The research employed pre-test    post-test control group design. The study group consisted of first-year university students (n = 60). Independent variables are SEM, PPA and TCT volleyball teaching programs; dependent variables are cognitive learning levels and volleyball skills of the students. "Volleyball Knowledge Test" for the cognitive domain; "Volleyball Skill Test" developed by Bartlett et al. (1991) for the psychomotor domain was used before and after 9 weeks of implementation. Two-way ANCOVA and one-way ANOVA test techniques were used in data analysis. Although improvement is observed between all groups pretest and posttest performance scores, in the psychomotor domain PPA; in the cognitive domain PPA and SEM groups have the highest test scores. Based on the findings of this research, it is envisaged that the use of different teaching approaches in terms of meeting the different needs of students will be beneficial for teachers. Extended English summary is in the end of  Full Text  PDF (TURKISH)  file . Ozet Arastirmanin amaci, Spor Egitimi Modeli (SEM), Oyun Uygulamalari Yaklasimi (OUY) ve Ogretmen Merkezli Ogretim (OMO) ile gerceklestirilen voleybol derslerinin ogrenme ciktilari acisindan incelenmesidir. Arastirma on test-son test kontrol gruplu deneysel desendedir. Calisma grubunu universite birinci sinif ogrencileri (n=60) olusturmaktadir. Bagimsiz degiskenler SEM, OUY ve OMO voleybol egitim programlari; bagimli degiskenler ise ogrencilerin bilissel ogrenme duzeyleri ve voleybol becerileridir. Bilissel boyut icin “Voleybol Bilgi Testi”; psikomotor boyut icin ise Bartlett ve ark. (1991) tarafindan gelistirilen “Voleybol Beceri Testi”, 9 haftalik uygulama oncesi ve sonrasinda kullanilmistir. Veri analizinde deneysel islemin etkisini test etmek icin iki yonlu ANCOVA ve tek yonlu ANOVA test teknikleri kullanilmistir. Sonuclar incelendiginde, uygulamalar sonucunda tum gruplarda ilerleme kat edilmesine karsin, psikomotor boyutta OUY, bilissel boyutta ise OUY ve SEM gruplarinin en yuksek skorlari elde ettigi gorulmektedir. Bulgulara dayali olarak ogrencilerin farkli ihtiyaclarini karsilama acisindan ogretmenlerin farkli ogretim yaklasimlarini kullanmalarinin faydali olacagi ongorulmektedir.

journal of human sciences

Examination of volleyball lessons performed by different forms in terms of learning outcomes&lt;p&gt;Farklı öğretim biçimleri ile gerçekleştirilen voleybol derslerinin öğrenme çıktıları açısından incelenmesi