An Experimental Study of the Effects of Command and Reciprocal Teaching Styles on the Development of Motor Response Speed and Interactive Behavior among School Volleyball Players in Diyala Province

Muslim Dheyab Mohammed Al-Afrajee; Hossein Khanifar; Hussein Ali Hussein

Authors

Muslim Dheyab Mohammed Al-Afrajee Ph.D. Student in Educational Management, Aras International Campus, University of Tehran, Tehran, Iran Author https://orcid.org/0009-0007-9786-4401
Hossein Khanifar Professor, Department of Management and Planning, Farabi Campus, University of Tehran, Tehran, Iran Corresponding Author https://orcid.org/0000-0003-1644-571X
Hussein Ali Hussein Lecturer, College of Physical Education and Sports Sciences, University of Diyala, Diyala, Iraq Author https://orcid.org/0009-0000-5563-2839

Keywords:

Command Teaching Style, Reciprocal Teaching Style, Motor Response Speed, Interactive Behavior, Volleyball, School Athletes

Abstract

This study aimed to compare the effects of command and reciprocal teaching styles on motor response speed and interactive behavior among male school volleyball players in Diyala Province. The study employed a two-group pretest–posttest experimental design. The participants were 24 male volleyball players selected from intermediate and secondary school teams affiliated with the Directorate-General of Education in Diyala Province during the 2026 academic year and randomly assigned to a command-style group (n = 12) or a reciprocal-style group (n = 12). Both groups completed a standardized eight-week instructional program consisting of two 45-minute sessions per week, for a total of 16 sessions. The experimental manipulation was applied during the 25-minute main practical component of each session. Motor response speed was measured using an electronic ChronoJump-based reaction and movement timing system, while interactive behavior was assessed through structured observation of communication, cooperation, peer feedback, and task-related interpersonal behaviors. Data were analyzed in SPSS version 26 using descriptive statistics, independent-samples t tests, assumption testing, analysis of covariance, and adjusted pairwise comparisons at an alpha level of .05. ANCOVA revealed a significant effect of teaching style on motor response speed after controlling for pretest scores, F(1, 21) = 7.49, p = .012, partial η² = .263. Adjusted posttest comparisons showed significantly faster motor responses in the command-style group than in the reciprocal-style group (0.971 vs. 1.049 s, p = .012). Teaching style also had a significant effect on interactive behavior, F(1, 21) = 31.22, p < .001, partial η² = .598. The reciprocal-style group achieved a significantly higher adjusted interactive behavior score than the command-style group (41.03 vs. 34.72, p < .001). The command teaching style was more effective for improving motor response speed, whereas the reciprocal teaching style was more effective for developing interactive behavior, indicating that instructional methods should be selected according to the specific motor and social objectives of school volleyball training.

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