THE INFLUENCE OF TEACHING STYLE AND MOTOR ABILITY ON THE BOTTOM PASSING LEARNING OUTCOMES IN THE VOLLEYBALL

The purpose of this research is to find the effectiveness of teaching style to the learning outcomes of passing motor ability under the volleyball. The Method is Used by experiment with 2 x 3 factorial design. This research is Implemented at SMPN 1 Kayuagung with sample of class VIII. The Results of This study concluded that: (1) There are differences between the forces Teaching reciprocity and training on the learning outcomes of passing down in a manner Overall (2) there are differences between reciprocal teaching style and inclusion To the overall passing learning outcome (3) There are differences Between teaching practice style and inclusion to lower passing learning outcomes Overall. (4) There are interaction between teaching styles (reciprocal, training, And inclusion) and motor ability (high and low) on learning outcomes Passing down as a whole. (5) There are differences teaching styles Reciprocal and training on lower passing learning outcomes in students High motor ability. (6) There are a differences in reciprocal teaching style and Inclusion of lower passing learning outcomes in students with motor ability High. (7) There are different styles of practice teaching and inclusion to results Learn passing down on high skill motor students. (8) There are Differences in reciprocal teaching styles and training on passing learning outcomes (9) There are a differences in teaching styles reciprocity and inclusion to lower passing learning outcomes in students Low motor ability. (10) There are different teaching styles and practice Inclusion of lower passing learning outcomes in students with motor ability low. Implementing of teaching styles in lower passing learning gain learning out come it had better resiprokal teaching style than practice teaching style and inclusion. 


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The purpose of this research is to find the effectiveness of teaching style to the learning outcomes of passing motor ability under the volleyball. The Method is Used by experiment with 2 x 3 factorial design. This research is Implemented at SMPN 1 Kayuagung with sample of class VIII. The Results of This study concluded that: (1) There are differences between the forces Teaching reciprocity and training on the learning outcomes of passing down in a manner Overall (2) there are differences between reciprocal teaching style and inclusion To the overall passing learning outcome (3) There are differences Between teaching practice style and inclusion to lower passing learning outcomes Overall. (4) There are interaction between teaching styles (reciprocal, training, And inclusion) and motor ability (high and low) on learning outcomes Passing down as a whole. (5) There are differences teaching styles Reciprocal and training on lower passing learning outcomes in students High motor ability. (6) There are a differences in reciprocal teaching style and Inclusion of lower passing learning outcomes in students with motor ability High. (7) There are different styles of practice teaching and inclusion to results Learn passing down on high skill motor students. (8) There are Differences in reciprocal teaching styles and training on passing learning outcomes (9) There are a differences in teaching styles reciprocity and inclusion to lower passing learning outcomes in students Low motor ability. (10) There are different teaching styles and practice Inclusion of lower passing learning outcomes in students with motor ability low. Implementing of teaching styles in lower passing learning gain learning out come it had better resiprokal teaching style than practice teaching style and inclusion.

INTRODUCTION
In an effort to achieve good learning outcomes in physical education learning, physical education teachers need to strive for effective and attractive teaching styles. For this reason, physical education teachers must try as optimally as possible to influence students in the physical education learning process, namely by presenting good and correct forms of learning mobility, in order to encourage students to understand, understand, and be able to do so.
But the reality found in the field, during the corona pandemic, all teaching and learning activities in the field stopped and were diverted to online or online learning, therefore there were many obstacles related to learning. In junior high school (SMP) Negeri 1 kayuagung, the teaching and learning process of physical Based on the description above, it can be interpreted that what is meant by learning outcomes is the level of mastery achieved by students of one or more learning tasks after participating in the learning process and experiences in a certain period.
Examples of learning outcomes in underpassing are obtained through tests using test instruments that have been tested for validity and reliability, and finally can be determined in the form of a score or value.

Passing Down
The bottom pass is the pass to the ball own friends in a team with a technique certain, as a first step to composing a pattern attacks on the opposing team (Indriyani, 2011) There are two types of passing, namely over passing and under-passing, in this study the under-passing technique will be discussed. In line with the opinion above, the teaching and learning process by using appropriate teaching strategies is very important in an effort to the effectiveness and efficiency of the learning process.
suggest that the general notion of strategy is "an outline of direction to act in an effort to achieve predetermined goals. Of the 122 students, the level of motor skills was measured based on Verducci's opinion on the following calculations: The category of the high motoric ability group was the student who was included in the 27% highest score. The category of the low motoric ability group was students who were included in the lowest 27% score. (Hadi, 2019)

Materials and Apparatus Procedures
This information is likely to merge the actual procedures with the materials and apparatus because it is hard to say what the participants were doing without indicating what they were doing it with. There are some fairly standard elements in the procedure. They include, (a) variables that are manipulated and measured, including independent and dependent variables, (b) any conditions or groups that you intend to compare, (c) how participants are assigned to, or placed in, groups, (d) the role of the researcher in the session, (e) the directions that participants received, (f) the activities in which the participants engaged.

Design or Data Analysis
The method used is the design method mexperiments, especially factorial design methods to get an optimal condition response and significant factors. (Petra, n.d.) The  3. The average long jump skill score of the group of students who used the inclusive teaching method was higher than the average long jump skill score of the group of students who used the reciprocal teaching method.
4. There is an interaction effect between teaching styles and motor skills or in other words that teaching styles and motor skills are interdependent.
5. The average under passing skill score of the group of students who used the exercise teaching method was higher than the average score of the long jump skill of the group of students who used the reciprocal teaching method in the group of students who had high motor skills.
6. The average under passing skill score of the student group who used the exercise teaching method was higher than the average long jump skill score of the student group who used the Inclusion teaching method in the group of students who had high motor skills.
7. The average under passing skill score of the group of students who used the inclusion teaching method was higher than the average score of the long jump skill of the group of students who used the reciprocal teaching method in the group of students who had high motor skills.
8. The average under passing skill score of the group of students who used the reciprocal teaching method was higher than the average score of the long jump skill of the group of students who used the exercise teaching method in the group of students who had low motor skills.
9. The average under passing skill score of the group of students who used the inclusion teaching method was higher than the average score of the long jump skill of the group of students who used the exercise teaching method for the group of students who had low motor skills.
10. The average under passing skill score of the group of students who used the reciprocal teaching method was higher than the average score of the long jump skill of the group of students who used the inclusive teaching method in the group of students who had low motor skills