The effect of using the cognitive decrement strategy on the skill performance of some subject items, methods of teaching physical education

Abstract

 Abstract

The research aims to reveal the effect of using the cognitive discrepancy strategy on the skill performance of some items in the subject of methods of teaching physical education for the second stage, Department of Physical Education and Sports Sciences, College of Education, University of Zakho. The researchers used the experimental method to suit the nature of the research and its problem. The research community consisted of students. The second academic year in the Department of Physical Education and Sports Sciences/Faculty of Education/University of Zakho for the academic year 2021/2022, numbering (43) male and female students, distributed into two divisions (A, B), and they were randomly distributed into two groups, where Division (A) became the group. The experiment and Section (B) the control group, with 15 students for each group. The researchers used the experimental design, which is called the “random-choice equivalent groups design with well-controlled pre- and post-tests.” The researchers conducted equivalence for the research sample in (grades of the first course, age, intelligence, performance Skills), and the researchers prepared an educational program according to the cognitive discrepancy strategy after specifying the study material and limiting the educational objectives according to Bloom’s level (remembering, understanding, application) and preparing study plans for the experimental and control group with two educational units and a period of six weeks with a total of (12) units. Educational for each group. The researchers prepared a form to evaluate the final skill performance with 20 items. The researchers used the following statistical methods (arithmetic mean, standard deviation, t-test for related samples, t-test for unrelated samples, percentage, chi-square (Fisher test) after analyzing and discussing the results, the researchers concluded the following (applying the cognitive inconsistency strategy and the method followed had a positive role in the skill performance of some vocabulary items in the subject of methods of teaching physical education. The cognitive inconsistency strategy outperformed the method followed with a significant impact on the skill performance of some vocabulary items in the subject. Methods of teaching physical education)