The impact of the generative learning methodology on teaching artistic Gymnastics Law to fourth-year Female Students

Abstract

Evaluate the effectiveness of the generative learning model in teaching artistic gymnastics law to female fourth-stage students at the University of Babylon's College of Physical Education and Sports Sciences. To determine the variations in cognitive accomplishment between the control and experimental study groups after teaching the artistic gymnastics law. The research hypotheses are that fourth-stage female students at the College of Physical Education and Sports Sciences, University of Babylon, have significantly higher cognitive achievement of the artistic gymnastics law after post-testing. The researcher utilized an experimental approach. The fourth-year female students at the University of Babylon's College of Physical Education and Sports Sciences deliberated on the research community for the academic year 2022-2023. One of the reasons for this decision is that the topic (artistic gymnastics) is presented at this level. This is one of the subjects in the first semester. At present, there are 40 female students in the research sample, which was randomly divided into 20 students in the experimental group and 20 students in the control group. The researcher's conclusion was as follows: The strategy used, and the generative learning model, increased cognitive success when teaching artistic gymnastics law. In post-tests, the generative learning model beat the previously used strategy regarding cognitive accomplishment. The researcher recommended the following: 1. Implementing this concept to include additional sports activities in other cognitive and practical curricula.2. Instructing faculty members in the department to use this paradigm in general and practical curricula.3. Conducting scientific studies using current techniques or tactics and comparing results of this model to assess its efficacy in the educational process.