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تاثير استخدام اسلوبي التضمين والتعاوني على وفق الاستراتيجية التكاملية بنوعيها (J2,J1) في تعلم وتحسين واحتفاظ مهارة القفز العالي == The Effects of Using Two Teaching Styles; The Inclusion And Cooperative, According To Complementing Strategy With Its Two Kinds (J1 - J2) On Learning, Retaining And Improving High Jump
Author name:
عبد علي عبيد الفرطوسي
Supervisor name:
عبد الله ابراهيم المشهداني
General topic:
Sports
Specific topic:
Physical Education
Degree:
Doctorate
University:
University of Baghdad
Language:
Arabic
University location:
Baghdad
First pages:
17T1332 - p.pdf
Abstract:
هدف البحث في محاولة تحقيق التدريس والتعلم الفعال بتطبيق استراتيجيتين مختلفتين في عملية التعلم، الاولى : ترتكز على العمل والسلوك الفردي، والاخرى : ترتكز على العمل والسلوك الجماعي، التعاوني، وبنوعين مختلفين ايضا من استراتيجيات التعاون المتعددة في عملية ا | The importance of the study lies in trying to achieve the best learning through using two best methods of teaching; the first method focuses on work and individual behavior while the second focuses on work and team work with its two styles. The researcher plans to improve achievement in high jumping due to its great difficulty for students. The Problem of the study is that the researcher noticed the lack of selecting proper methods of teaching and styles of learning. Using the correct method that suits the learners' learning style will lead to learning performance and improving achievement too. The Aims of The Study : 1. Identifying the effect of using the inclusion style as an individual indicator for learning and retaining high jump.2. Identifying the effect of using the cooperative style J1 on learning and retaining high jump.3. Identifying the effect of using the cooperative style J2 on learning and retaining high jump.4. Identifying the best on learning and retaining high jumpThe Hypotheses of The Study : 1. There are significant statistical differenced in the pretests and posttests of the experimental groups in favor of the first group (the inclusion style).2. There are significant statistical differenced in the pretests and posttests of the experimental groups in favor of the second group (the cooperative style J1).3. There are significant statistical differenced in the pretests and posttests of the experimental groups in favor of the third group (the cooperative style J1).4. There are significant differences in the posttests in all experimental groups. The Procedures : The researcher used the experimental method. The subjects were (60) first - year students of the college of physical education/ university of Baghdad. They were divided into three experimental groups. The researcher conducted personal interviews with some experts in the field of methods of teaching and athletics. Three styles were used to learn high jump and they are inclusion style, cooperative style J1 and cooperative style J2. The researcher also conducted high jump achievement test to identify the level of students' performance and achievement in high jumping. Conclusions : The researcher concluded the following : 1. The experimental group that used the inclusion style had more effect on performance and achievement compared to the second and third groups.2. The results showed that the first experimental group (that used the inclusion style) came first followed by the second experimental group (that used cooperative style J1) then the third experimental group (that used cooperative learning (J2) in achievement.Recommendations : Finally the researcher recommended the following : 1. The necessity of using inclusion style in beginners' learning so that they can work within their abilities.2. Using cooperative learning style (J1, J2) due to the great effects on improvement in performance and achievement in high jump.
