The purpose of this study was to investigate the effect of using various special teaching methods for the teaching basic volleyball techniques in physical education class on the cognitive, affective and psychomotor behaviors of students. This study was conducted using the empirical method. The study group consisted of a total of 137 students attending 7th grade in six different branches of the Türkiyem and Vakıfbank secondary schools affiliated with the Malatya Provincial Directorate of National Education. The data collection tools of this study included the overarm pass and bump pass performance test, developed by the researcher, an observation form and a volleyball attitude scale.With regards to the students’ psychomotor behaviors, the study results indicated that the student group that followed the prctice method had a higher posttest overarm pass technique score (x=33.10) and a higher posttest bump pass technique score (x=32.89) than the other group. With regard to the students’ cognitive behaviors, it was observed that the guided discovery method group had a higher posttest overarm pass performance score (x=7.65) and a higher posttest bump pass performance score (x=7.17) than the other groups. With regard to the students’ affective behaviors, it was observed that the inclusion method group had the highest posttest volleyball attitude score (x=61.54).The study indicated that in the physical education classes the most effective method for psychomotor development was the practice method, while the most effective method for cognitive development were the guidance methods and for affective development was the inclusion method.

Physical education class, special teaching methods, secondary school, volleyball