Articles In Press / Online First
Back to the articles list |
Back to browse issues page
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: (36 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.
Full-Text [PDF 482 kb]
(7 Downloads)
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
References
1. 1. Rink JE. Teaching Physical Education for Learning. 7th ed. McGraw-Hill; 2013.
2. Casey A, Goodyear VA. Can cooperative learning achieve the four learning outcomes of physical education? A review of literature. Quest. 2015;67(1):56-72. [DOI:10.1080/00336297.2014.984733]
3. Schmidt RA, Lee TD. Motor Learning and Performance: From Principles to Application. 6th ed. Human Kinetics; 2019.
4. Gentile AM. A working model of skill acquisition with application to teaching. Quest. 1972;17(1):3-23. [DOI:10.1080/00336297.1972.10519717]
5. Johnson DW, Johnson RT. Cooperative learning and the achievement and socialization crisis in science and mathematics classrooms. In: Slavin RE, editor. School and classroom organization. Erlbaum; 1989.
6. Slavin RE. Cooperative learning: Theory, research, and practice. 2nd ed. Allyn & Bacon; 1995.
7. Barkley EF, Cross KP, Major CH. Collaborative Learning Techniques: A Handbook for College Faculty. 2nd ed. Jossey-Bass; 2014.
8. Liu Y, Peng Y, Zhang L. Skill acquisition in basketball dribbling using robust controllers and motion graphs. J Sports Sci. 2021;39(10):1132-42.
9. Wang Y, Zhang Z, Liu L. Adapting deep learning models to tactical basketball behavior. Comput Intell Neurosci. 2022;2022:1-10. [DOI:10.1155/2022/2661231]
10. Magill RA, Anderson DI. Motor Learning and Control: Concepts and Applications. 11th ed. McGraw-Hill Education; 2017.
11. Guo W, Niu Y. Interactive Teaching System of Basketball Action in College Sports Based on Online to Offline Mixed Teaching Mode. Mob Inf Syst. 2021;2021:1-9. [DOI:10.1155/2021/9994050]
12. Jamil M, Khan MA. Use of AI in improving skill acquisition in basketball. Int J Perform Anal Sport. 2020;20(4):580-96.
13. Liu L, Peng Y, Zhang L. Learning basketball dribbling skills using trajectory optimization and deep reinforcement learning. ACM Trans Graph. 2018;37(4):1-14. [DOI:10.1145/3592457]
14. Mosston M, Ashworth S. Teaching Physical Education. 6th ed. Benjamin Cummings; 2008.
15. Johnson DW, Johnson RT, Holubec EJ. Circles of learning: Cooperation in the classroom. 5th ed. Interaction Book Company; 2013.
16. Zhang L, Chen W. Effects of cooperative learning on students' academic achievement and motivation in physical education: A longitudinal study. Int J Sport Psychol. 2020;51(3):213-30.
17. Herz BK. Skill in sport: the attainment of proficiency. cir.nii.ac.jp. 2024.
18. Karina, A., Oktariani, A. P., & Hong, D. A. C. Improving learning outcomes using jigsaw learning in high class elementary schools. Journal of Basic Education Research. 2024;5(2):88-95. [DOI:10.37251/jber.v5i2.747]
19. Leni A, Alpen J. The Effect Of Learning Strategies And Confidence Toward Learning Outcomes Basketball Chest Pass. In: 2nd International Conference on Sports Sciences and Health 2018 (2nd ICSSH 2018). Atlantis Press; 2019. p. 111-4. [DOI:10.2991/icssh-18.2019.26]
20. Vives, E., Bressan, M., Poletti, C., Caroti, D., Butera, F., Huguet, P., ... & Régner, I. Uncovering the relationship between working memory and performance in the Jigsaw classroom. PloS one. 2025;20(3):e0319495. [DOI:10.1371/journal.pone.0319495] [PMID] []
21. Wallhead TL, Hastie PA, Harvey S, Pill S. Academics' perspectives on the future of sport education. Phys Educ Sport Pedagog. 2021;26(5):533-48. [DOI:10.1080/17408989.2020.1823960]
22. Benjaminse A, Otten B, Gokeler A, Diercks RL, Lemmink KAPM. Motor learning strategies in basketball players and its implications for ACL injury prevention: a randomized controlled trial. Knee Surgery, Sport Traumatol Arthrosc. 2017;25:2365-76. [DOI:10.1007/s00167-015-3727-0] [PMID] []
23. Liu L, Hodgins J. Learning basketball dribbling skills using trajectory optimization and deep reinforcement learning. Acm Trans Graph. 2018;37(4):1-14. [DOI:10.1145/3592457]
24. McDermott T. Making the Main Thing the Main Thing: A Learning-Centered Strategy for Jeffco Schools. Harvard University; 2018.
25. Choi J, Taylor B, Fiszdon JM, Kurtz MM, Tek C, Dewberry MJ, et al. The synergistic benefits of physical and cognitive exercise in schizophrenia: Promoting motivation to enhance community effectiveness. Schizophr Res Cogn. 2020;19:100147. [DOI:10.1016/j.scog.2019.100147] [PMID] []
Send email to the article author
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |
