Abstract
<jats:p>Background and purpose Despite the obvious benefits that may accrue from incorporating VR and AI into youth volleyball programs in terms of increased engagement, cognitive function, and technical proficiency, there has been very little study on the topic when taken as a whole. Consequently, the purpose of this research is to examine how a virtual reality (VR) and artificial intelligence (AI) training program affected the mental performance, athleticism, and technique of young volleyball players. Material and methods A quasi-experimental approach with a control group and pretests and posttests was used in this investigation. Forty junior volleyball players, ranging in age from twelve to fifteen, took part in the study and were split into two groups: one that received virtual reality and artificial intelligence instruction, and another that received traditional training. The intervention lasted for four weeks. A volleyball technical skills exam, a Stroop test for cognitive function, and a sport engagement measure were among the instruments used. A significance threshold of p < 0.05 was used for the analysis of data, along with the Mann-Whitney test and effect size estimations. Results When compared to the control group, those in the VR-AI group showed considerable gains across the board. Sport engagement scores and technical skills demonstrated large effect sizes, while cognitive function showed significant results despite small numerical variations between groups. Conclusions VR-AI-based training was proven effective in enhancing affective, cognitive, and motor aspects of youth volleyball training. These findings contribute theoretically to the literature on digital learning and provide practical implications for coaches and sports education institutions to strategically adopt immersive technology. To assess the data' generalisability to a larger population and their long-term influence, more study is suggested.</jats:p>