The purpose of this study was examining the three interventions across practice and in-game settings (i.e., goal setting plus verbal feedback; public posting plus verbal feedback; and goal setting, public posting, and verbal feedback together) on the percentage of correct blocks of collegiate volleyball players. Participants of this study consisted of three female volleyball players at the collegiate level, that are a part of a 4-year private college in the Midwest. Data were collected by videotape and analyzed by the primary researcher after respective practices and games. Each performance of blocking attempts, blocking footwork, and arm movement for the swing blocks were coded as either correct or incorrect and subsequently converted to percentages for both practices and games. The experimental design used was an ABACAD design as reported by Cooper (Applied behavior analysis, Prentice-Hall, Inc., Upper Saddle River, 2007; as reported by Johnson Strategies and tactics of behavioral research, Taylor, and Francis Group, New York, 2009). Three packaged intervention conditions were evaluated after an initial baseline (i.e., A) was conducted: (1) goal setting plus verbal feedback (i.e., B); (2) public posting plus verbal feedback (i.e., C); and (3) goal setting, public posting, and verbal feedback together (i.e., D). The results of the study indicate improvement in volleyball blocking skills across all three participants, across both practice and game settings, when involved in the behavioral intervention procedures. Consumer satisfaction rating by the target players and their respective collegiate volleyball coaches are also presented. Additionally, interobserver agreement and procedural integrity data are provided to additional credibility and internal validity for both the measurement system and the implementation of the intervention. Implications and recommendations for practice in highly competitive collegiate settings, as well as possibilities for future research in women’s athletics, are also discussed.

这项研究的目的是检查在练习和游戏设置中的三种干预措施（即目标设置加口头反馈；公开发布加口头反馈；以及目标设置，公开发布和口头反馈一起）对正确格挡的百分比高校排球运动员。这项研究的参与者包括三名大学水平的女排运动员，他们是中西部4年制私立大学的一部分。通过录像带收集数据，并由主要研究人员在各自的实践和游戏后进行分析。每次阻拦尝试，阻拦脚步动作和挥杆阻拦动作的执行均被编码为正确或不正确，随后将其转换为练习和比赛的百分比。所使用的实验设计是由Cooper报告的ABACAD设计（应用行为分析，Prentice-Hall，Inc.，上萨德尔河，2007年；根据Johnson的行为研究策略和策略，Taylor和Francis Group，纽约， 2009）。在进行初始基线（即A）后，评估了三种打包的干预条件：（1）目标设定和口头反馈（即B）；（2）公开发布加上口头反馈（即C）；（3）共同设定目标，公开发布和口头反馈（即D）。研究结果表明，当涉及行为干预程序时，所有三名参与者在练习和比赛环境中的排球阻挡技能都得到了改善。还介绍了目标球员及其大学排球教练的消费者满意度等级。此外，还为评估系统和干预措施的实施提供了观察员之间的协议和程序完整性数据，以提高其可信度和内部有效性。还讨论了在竞争激烈的大学环境中进行练习的含义和建议，以及未来女子田径运动研究的可能性。