<![CDATA[Volleyball learning in physical education is not limited to technical mastery; it can also provide a meaningful context for developing coordination, balance, movement accuracy, reaction speed, and object control. This study aimed to describe how volleyball learning was implemented to support the development of secondary school students’ motor skills and to identify instructional conditions that facilitated or constrained that process. A descriptive qualitative approach was employed during the first semester of 2023 at a junior secondary school in Bengkulu City, Indonesia. Participants were 24 eighth-grade students and two physical education teachers selected purposively. Data were collected through observations of six lessons, semi-structured interviews, field notes, and lesson-document analysis. Thematic analysis generated five themes: progression from fundamental movements to game situations, meaningful repetition for coordination development, specific teacher feedback, peer interaction that increased movement confidence, and constraints related to differences in initial ability, limited facilities, and practice time. The findings indicate that progressive tasks, small-group organization, and modified games increased students’ opportunities to contact the ball and supported better movement quality. The study suggests that teachers should adapt task difficulty, practice frequency, and feedback to student readiness so that volleyball lessons function as both motor-skill development contexts and inclusive learning experiences.]]>
