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Ahmed Amer Abdulhussain1 
, Omar Waleed abdulkareem *2 , Halah Sinan Atiyah1 , Omar Hussain Jaber3 , Maysaa Ridha Ghanim4 , Ahmed Hashim Hammood1 , Yasser Mohammed Saleh5
, Omar Waleed abdulkareem *2 , Halah Sinan Atiyah1 , Omar Hussain Jaber3 , Maysaa Ridha Ghanim4 , Ahmed Hashim Hammood1 , Yasser Mohammed Saleh5
1- University of Baghdad, College of Physical Education and Sport Sciences, Baghdad, Iraq.
2- University of Baghdad, College of Physical Education and Sport Sciences, Baghdad, Iraq. ,omar.w@cope.uobaghdad.edu.iq
3- University of Al-Iraqia, Division of Psychological Guidance, Baghdad, Iraq.
4- University of Baghdad, College of Physical Education and Sport Sciences for girls, Baghdad, Iraq.
5- University of Al-Iraqia, College of Medicine, Baghdad, Iraq.
2- University of Baghdad, College of Physical Education and Sport Sciences, Baghdad, Iraq. ,
3- University of Al-Iraqia, Division of Psychological Guidance, Baghdad, Iraq.
4- University of Baghdad, College of Physical Education and Sport Sciences for girls, Baghdad, Iraq.
5- University of Al-Iraqia, College of Medicine, Baghdad, Iraq.
Abstract: (30 Views)
Background. Teaching strategies motivate students and focus on them within the educational process, emphasizing teamwork to learn how to collaborate and engage in collective learning.
Objectives. The present study utilized the Jesco method to enhance the learning process by encouraging the active role of the learner in educational activities, with students working together in groups.
Methods. A 2 × 2 factorial design was employed to randomly assign equal groups of 48 male and female students, developing approaches to learning dribbling in basketball. Two sequential training approaches were implemented during a single educational unit to ensure skill mastery. One experimental group used the Jesko's strategy with the sequential method, and another used the order-style sequential method. A third experimental group applied the Jigsaw randomized method, while the fourth used the order-style randomized method.
Results. Significant differences were observed between groups in all post-tests (p<0.001). Test 1 showed Group C achieving the highest mean improvement (M=13.33), significantly outperforming the others (p<0.001). Test 2 similarly saw Group C with the greatest improvement (M=13.42), with statistically significant advantages over other groups (p<0.001). In Test 3, Group C again outperformed all others (M=13.50), with Group B showing the lowest scores.
Conclusion. The study highlights the effectiveness of the Jesco strategy in learning skills, supported by testing, and suggests ways to advance sustainable development goals within the learning process.
Objectives. The present study utilized the Jesco method to enhance the learning process by encouraging the active role of the learner in educational activities, with students working together in groups.
Methods. A 2 × 2 factorial design was employed to randomly assign equal groups of 48 male and female students, developing approaches to learning dribbling in basketball. Two sequential training approaches were implemented during a single educational unit to ensure skill mastery. One experimental group used the Jesko's strategy with the sequential method, and another used the order-style sequential method. A third experimental group applied the Jigsaw randomized method, while the fourth used the order-style randomized method.
Results. Significant differences were observed between groups in all post-tests (p<0.001). Test 1 showed Group C achieving the highest mean improvement (M=13.33), significantly outperforming the others (p<0.001). Test 2 similarly saw Group C with the greatest improvement (M=13.42), with statistically significant advantages over other groups (p<0.001). In Test 3, Group C again outperformed all others (M=13.50), with Group B showing the lowest scores.
Conclusion. The study highlights the effectiveness of the Jesco strategy in learning skills, supported by testing, and suggests ways to advance sustainable development goals within the learning process.
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APPLICABLE REMARKS
APPLICABLE REMARKS
- Using the Jesko's strategy to encourage students to work together in groups to learn skills, analyze problems, and integrate into the group.
- Using this strategy helps improve the student's ability to interact with the dodging game.
- Engaging in the learning process and collaborating with group members to complete the lesson tasks.
- Students here work cooperatively and support each other, providing them with strong motivation that makes the educational material engaging and enjoyable, while also improving both academic and social skills.
- Providing the learner (leader) and learners with various types of correctives, along with encouraging and reinforcing feedback for performance.
Type of Study: Original Article |
Subject:
Motor Control and its Related Branches
Received: 2025/03/6 | Accepted: 2025/06/23
Received: 2025/03/6 | Accepted: 2025/06/23
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