With the development of motor behavior science, teaching methods are also changing. The present study was conducted to determine the effect of the game-for-understanding and hybrid training method on learning volleyball overhand pass and motor creativity. The research method was semi-experimental and field-based with a pre-test and post-test design. The statistical population included female high-school students, 70 of whom were selected as a sample by convenience and were placed in two groups by matching based on AAHPERD pre-test scores. Then, volleyball overhand pass was implemented in 18 sessions over 6 weeks and for 60 minutes using the game-for-understanding and hybrid training method. During the intervention period, two acquisition tests were taken and 24 hours after the last practice session, a retention and transfer test was taken. The motor creativity test was also taken as a pre-test and post-test. Measurement tools included the AAHPERD Volleyball overhand pass Test and the Bertsch Motor Creativity Test (1983). For data analysis, repeated measures variance, independent and dependent t-test, mixed ANOVA and ANCOVA were used at a significance level of 0.05. According to the results of the study, both training methods improved volleyball overhand skills and there was'nt significant difference between two methods. No intragroup difference was observed in the motor creativity test, but the difference between the two groups was significant in the creativity post-test. Therefore, both methods improved learning of volleyball overhand pass and coaches can use both methods. For improving motor creativity, the hybrid training method is better than the game-for-understanding method.