Physical Education Lessons Research Articles

Evaluation of Stakeholder Opinions on Physical Education and Game Lesson Practices

In this study, it is aimed to evaluate the opinions of classroom teachers, parents and school administrators regarding the physical education and game lesson curriculum and practices. The research was carried out with a study group of 13 people in the 2021-2022 academic year. Interview technique, one of the qualitative research methods, was used in the study. After the data were transcribed, descriptive analysis and content analysis were performed. According to the results of the research, in general, there are contradictions between the importance given to the physical education and game lesson in words and the value given in practice. The research is important in terms of recognising the problems in physical education and game lesson practices and taking necessary measures. In order to solve the problems encountered, it is recommended that in-service training should be made widespread, training programmes should be reviewed, and cooperation of stakeholders should be ensured.

Fundamental motor skills enhancement in a preschool setting through a structured physical education programme

ABSTRACT This study examined the effect of a 10-week structured physical education programme on fundamental motor skills enhancement in a preschool setting. Forty-four children, 27 boys and 17 girls, 3 to 5 years of age, were randomly assigned to the control group and the experimental group. Locomotor and object control skills were measured before and after the intervention. The statistical analyses showed a significantly higher gross motor quotient value for the experimental group after the programme completion. Furthermore, locomotor and object control subtest scores as well as fundamental motor skills performance scores were significantly better for the experimental group compared to the control group after the intervention. Conclusively, despite the limited sample size, the implementation of structured motor skill physical education lesson plans seems to be decisive for fundamental motor skills development in preschoolers. Finally, improving these skills is important for their future ability to participate in both athletic and daily routine activities.

Effectiveness of Online Media Learning For Physical Education In SD Tamansiswa Jetis, Yogyakarta

This research aims to find out how effective online learning is in the use of online media during the pandemic at SD Tamansiswa Jetis (Tamansiswa Jetis Elementary School), Yogyakarta City. This research was a descriptive quantitative study. The research method was the survey method with data collection techniques used the instruments in the form of questionnaires. The research population was all fifth and sixth grade students of SD Tamansiswa Jetis Yogyakarta, with the total of 40 students. The results of the research on the effectiveness of online learning media in Physical Education lessons at SD Tamansiswa Jetis Yogyakarta show the results with the various categories as follows: in the poor category at 32.5%, in the moderate category at 30%, in the good category at 22.5%, in the very good category at 10 %, and in the very poor category at 2.5%. These results indicate that the online learning using online media During the Covid-19 Pandemic for the fifth and sixth grade students in Physical Education subject at SD Tamansiswa Jetis, Yogyakarta City is not effective.

The Effect of Physical Education Content on Children’s Activity During Recess

ABSTRACT Background Physical activity plays a crucial role for primary and secondary prevention of various chronic diseases that can lead to premature morbidity and mortality. Purpose This study was designed to investigate (a) elementary boys’ and girls’ voluntary participation in team handball during recess, while it was being simultaneously taught in physical education (the intervention phase) and after the physical education lessons had concluded (maintenance phase); and (b) the moderate-to-vigorous physical activity (MVPA) levels during physical education, team handball recess, and traditional recess. Methods One hundred thirty third grade elementary school children (53 girls, 77 boys) from six schools were taught a 10-lesson team handball unit during physical education. Ten team handball recess sessions (20 min) were organized during lunch recess in which children could voluntarily participate. Systematic observation was used to assess children’s MVPA in all settings. Results There were no significant differences between boys (49%) and girls (55%) for participation in team handball recess during intervention and maintenance phases. Boys achieved more MVPA in physical education (33% vs 29%, p < .001), team handball recess (52% versus 47%, p < .05) and traditional recess (51% versus 40%, p < .05) compared to girls. Translation to Health Education Practice Connecting recess to physical education creates an opportunity where children can voluntarily engage in activities they have learned, while enabling them to generate higher MVPA levels compared to traditional recess, especially for girls.

Jon’s Heroes in Training: A Cross-Sector Collaboration Serving University and Community Stakeholders

Jon’s Heroes in Training (JHT) represents a strong cross-sector collaboration that was created and has evolved over the past five years. JHT is an after-school program where children (ages 3–22) with an autism spectrum disorder (ASD) diagnosis come to the local university to engage in high-quality physical education lessons designed and implemented by physical education teacher education (PETE) students currently taking a required Adapted Physical Education class. This article discusses (a) the process required to establish the shared mission and vision of JHT and the role of the Office of Civic Engagement (OCE); (b) the negotiated roles and responsibilities of stakeholders, including university faculty from PETE, PETE students, children with ASD and their families, and local non-profit organizations; (c) the impact of JHT on its stakeholders; and (d) lessons learned and future directions.

ЖАЛПЫ БІЛІМ БЕРЕТІН МЕКТЕП ОҚУШЫЛАРЫНЫҢ ҚОЗҒАЛЫС БЕЛСЕНДІЛІГІН ЗЕРТТЕУ

Research by scientists shows that the modern way of life in the family and the organization of the educational process at school does not provide the biological need for the school body to move. The daily motor activity of elementary school students decreases by 50 percent compared to preschoolers, and high school students - by 75 percent. The lack of motor activity of schoolchildren leads to a decrease in the level of physical fitness. The reform of general education and vocational schools has set new tasks for the entire education system to improve the educational process and educate the younger generation.The article examines the motor mode of secondary school students. When conducting pedagogical observations and a questionnaire survey, the characteristic features of the manifestation of children's motor activity during the day, changes in the volume of activity against the background of daily activities, the proportion of dynamic and static loads coming to the body and background energy consumption of children were taken into account. The physical fitness of the students was determined during physical education lessons based on the results of the test tasks: running speed for various distances and strength exercises. The indicators of height, weight, dynamometry, motor and strength indicators were studied. Based on the results of the research, methodological recommendations have been developed for physical education teachers and parents. The purpose of these recommendations is to provide the most accessible, physiological substantiation material for the preparation of a training program.

Prospects for the implementation of the variable module "floorball" in the physical education curriculum for 14-16-year-old boys

The article deals with issues related to the development of floorball in general secondary education institutions. The presence of so-called variable modules within the current curriculum allows to vary to some extent the content of the educational material on physical culture in the direction of including the means of those types of sports and motor activity, which, on the one hand, are interesting and accessible to modern schoolchildren and, on the other hand, positively affect the level of their health and development. The purpose of the study is to determine the attitude of physical education teachers to the introduction of the "Floorball" module as a variable component of the physical education curriculum for 14-16-year-old boys. The research concept is based on the methodological, theoretical and scientific-methodical levels of the basic provisions of pedagogy and the theory and methodology of physical education. The research was carried out at Zhytomyr Ivan Franko State University and general secondary education institutions of Zhytomyr region in 2023-2024 in which 42 students - future physical education teachers - and 137 physical education teachers participated. Research methods: analysis of literary sources, observations, interviews, questionnaires, methods of mathematical statistics. Floorball is a team game sport and represents hockey in a sports hall. Simple equipment for the player, relatively inexpensive sports equipment made of plastic materials which makes it light and reduces the risk of injury, simple rules of the game and the ability to train on any flat surface. Floorball as a means of physical education attracts the attention of students with its high emotionality, spectacle, variety of manifestations of physical qualities, many different game combinations, quick transition from actions in attack to defense and ensures the preparation of student youth for active life activities and a healthy way of life. It was established that only 19.1% of the students have the skills and abilities to play floorball during a physical education lesson, and 71.4%, 66.1% and 63.0% of teachers with different work experience, respectively. The biggest obstacle to the introduction of floorball in lessons and extracurriculars in general secondary education institutions is the lack of sports grounds, the necessary equipment and the appropriate professional training of physical education teachers.

The Influence of Physical Education Lessons in the Practical Preparation of Students for Obtaining the Driving Licence

The purpose of this study is to explore the influence of physical education lessons in the practical preparation of students for obtaining a driving license. In this respect, the exercises used in physical education lessons, systematized and appropriately dosed, help to educate ambition, courage, distributive attention, calmness, tolerance, perseverance, fast thinking, capacity for anticipation, etc. To achieve the purpose of this paper, two questionnaires were developed. The first questionnaire, with 5 questions, was addressed to a number of 50 driving instructors. For the quantification of the answers, they had to refer to a number of 10 students and answer numerically the answer variants of the question, so that the total sum of the answers to be 10. The second questionnaire, with 4 questions, was addressed to students participating in physical education lessons. For all questions, the answers given had to include all answer variants, percentagewise, so that the total sum of the answers to a question to be 100%. The questionnaire was distributed to 50 students who attended the driving school. After analysing the highest percentages obtained from the students’ answers, it was found that the low results in the practical test for obtaining the driving license are due to poor motor coordination, due to the fact that students are not able to think fast and to find solutions in situations that arise and finally they are not able to cope with the traffic congestion, especially when there are drivers who do not follow the traffic rules. The analysis of the answers given by the driving instructors to the questions led to the conclusion that students are very rushed and do not have patience to listen to the whole explanation given by the instructor, they have poor distributive attention and poor coordination of motor and intellectual activities. Keywords: practical abilities, skills, distributive attention, physical education, driving license, practical preparation

Physical Education Teachers’ Perceptions of the Teaching-Learning Process of Physical Education in Schools Worldwide During the Pandemic: A Systematic Review of the Scientific Literature

Introduction: In the context of the COVID-19 pandemic, physical education has undergone major changes in terms of the way is taught in schools. This subject’s teachers have faced numerous problems in the process of implementing physical education, and their experiences are explored in numerous studies. Aim: The aim of this study is to review research on the teaching-learning process of physical education in schools during the pandemic, from the perspective of physical education teachers. Methods: The research is a study of scientific literature. The research was performed using keywords in seven electronic databases. Results: The analysis carried out indicates a selection of 57 scientific articles that fit with the chosen eligibility criteria. The articles include research on the physical education teachers’ perceptions regarding the teaching-learning process of physical education lessons taught in schools during the pandemic. Conclusions: The study synthesizes the experiences of physical education teachers in teaching physical education during the pandemic. The evidence obtained indicates that the common option in carrying out physical education lessons during the pandemic was the online method, although teachers prefer teaching physical education in the traditional way. Keywords: physical education during the pandemic, online teaching, physical education teachers’ experiences, physical education online

The role of fundamental movement skills on children’s physical activity during different segments of the school day

BackgroundAlthough prior studies have demonstrated that children with high levels of fundamental movement skill (FMS) are more active throughout the day, little is known about children’s FMS and their physical activity (PA) during different segments of the school day (e.g., recess, lunch break, and physical education). The present study focused on FMS and moderate-to-vigorous PA (MVPA) during school day and identifies the association between children’s FMS and MVPA during different segments of the school day in China.MethodsA total of 322 children (boys n = 163, girls n = 159; Mage = 8.12, SD = 1.22 years) from four elementary schools involved in this study. Children’s FMS and MVPA were measured using the Test of Gross Motor Development-2nd edition (TGMD-2) and hip-mounted accelerometers. Data such as height, weight, and socio-economic status (SES) were also obtained. Multilevel mixed regression models were used to examine the cross-sectional associations between FMS and MVPA. Models were adjusted for gender, age, standardized body mass index, and SES.ResultsChildren engaged in 32.19 min of MVPA during the whole school day. Boys were more active than girls and had higher object-control skills competency. Locomotor skills were positively associated with children’s long recess (B = 1.063) and short recess time (B = 1.502) MVPA. Object-control skills were positively correlated with children’s MVPA time during long recess (B = 1.244) and physical education (PE) lessons (B = 1.171).ConclusionThe findings highlight the importance of developing both locomotor and object-control skills in elementary schools to lead more MVPA engagement during different segments of the school day.

Pupil voice in physical education and the desire for (in)visibility

ABSTRACT The importance of children is a universally accepted concept in schools. However, do we actually listen to what children have to say? Rudduck and Fielding [2002. The transformative potential of student voice: Confronting the power issues. Paper presented at BERA Annual Conference, University of Exeter, p. 2] argue that the voices of pupils are ‘silent’ or ‘silenced’. The aim of this study was to listen to the voice of pupils, concerning their experiences in Physical Education (PE) in schools, with the direction of the study being driven (although not co-designed) by pupils and thereafter following the issues that they raised. It involved 154, 14–16-year-old pupils across the two schools, one an independent school and the other a state academy. A focus group in each school (6 pupils per study) drove the direction of the study which then sort breadth through a questionnaire to the whole year group in both schools (154 respondents) and finally depth through 12 individual interviews. A theoretical framework (Social Field Theory) was selected post findings to ensure that it best represented the emergent data. Through this Pupil voice method, five themes emerged, those being Participation, Choice, Pressure, Ability and Development, and Health. These indicated that pupils have vastly different experiences in the PE lesson, in particular, if they are at either end of the ability spectrum. For some it is that of humiliation and censure, and for others it is about success and achievement. The uniqueness of the lesson with regard to physique and the exposure of both skill and body can affect this duality, negatively and positively. This can lead to the desire for, or coerced, (in)visibility for many pupils. Solutions from pupils, at both ends of the ability spectrum, to counter issues in PE involved giving choice of activity and having ability setting for classes.

Planning and Pedagogical Considerations for Teaching Children With Autism Spectrum Disorder in Physical Education

Around the world, autism spectrum disorder (ASD) is a prevalent neurodevelopmental condition. It is linked to a wide range of deficiencies across multiple domains, including restrictive and repetitive behaviors that impair interaction or engagement with others. School-aged children with ASD face challenges that make physical activity more difficult. To address challenges associated with ASD, physical education interventions need to be tailored to the child’s needs and abilities. Despite advances in research on children with ASD in physical education, adopting contemporary approaches is yet to be the norm. This review aimed to examine the literature on intervention models to improve the physical activity skills of children with ASD and to suggest practical considerations for delivering an effective physical education program and lessons. The recommendations provided in this review support teachers in applying strategies that maximize meaningful learning opportunities for children with ASD and use effective pedagogies that meet their needs.

Discriminant Analysis: the Influence of Exercise Modes on the Effectiveness of the Process of Learning to Throw A Small Ball for 9-Year-Old Boys

The purpose of the study is to determine the effect of the number of repetitions on the effectiveness of the process of learning to throw a small ball for 9-year-old boys. Materials and methods. The study involved 27 9-year-old boys, divided into three groups of 9 people in random order. Children and their parents were aware of all the features of the study and gave consent to participate in the experiment. The influence of the number of repetitions on the effectiveness of the process of learning to throw a small ball at a target in 9-year-old boys was studied. In a pedagogical experiment, the effect of 6, 12 and 18 repetitions with a rest interval of 60 s on the increase in the level of training in exercises of 9-year-old boys was studied. In the first group, boys repeated the task 6 times with a rest interval of 60 s, in the second group - 12 times with a rest interval of 60 s, in the third group 18 times with a rest interval of 60 s. In the process of teaching throwing exercises in a lesson, the level of training (“completed”, “failed to complete”) was assessed using an alternative method, and the probability of completing the exercise was calculated (p = n/m, where n is the number of successfully completed attempts, m is the total number of attempts). The method of algorithmic prescriptions was used in teaching 9-year-old boys. The transition to the next exercise was carried out after three successful attempts. Throwing a ball at a vertical target was studied. The research materials were processed in the statistical analysis program - IBM SPSS 20. In the process of discriminant analysis, a prognostic model for group membership was created. Results. Discriminant analysis made it possible to determine the influence of the number of repetitions on the effectiveness of developing the skills of throwing a small ball at a target; answer the question how reliably the repetition modes differ in terms of the effectiveness of the formation of motor skills, what class the object belongs to based on the discriminant values of the variables. Conclusions. Based on the analysis of group centroids, it was determined that 18 repetitions (6 sets of 3 times with a rest interval of 60 s) has a significant impact on the increase in the level of learning in physical education lessons. The group classification results show that 63.0% of the original grouped observations were correctly classified.

Was it a HIIT? A process evaluation of a school-based high-intensity interval training intervention

BackgroundDespite a growing body of research investigating high-intensity interval training (HIIT) in schools, there are limited process evaluations investigating their implementation. This is concerning because process evaluations are important for appropriately interpreting outcome findings and augmenting intervention design. This manuscript presents a process evaluation of Making a HIIT, a school-based HIIT intervention.MethodsThe Making a HIIT intervention spanned 8 weeks and was completed at three schools in Greater Brisbane, Australia. Ten classes (intervention group) completed 10-min teacher-led HIIT workouts at the beginning of health and physical education (HPE) lessons, and five classes (control group) continued with regular HPE lessons. The mixed methods evaluation was guided by the Framework for Effective Implementation by Durlak and DuPre.ResultsProgram reach: Ten schools were contacted to successfully recruit three schools, from which 79% of eligible students (n = 308, x¯\\documentclass[12pt]{minimal} \\usepackage{amsmath} \\usepackage{wasysym} \\usepackage{amsfonts} \\usepackage{amssymb} \\usepackage{amsbsy} \\usepackage{mathrsfs} \\usepackage{upgreek} \\setlength{\\oddsidemargin}{-69pt} \\begin{document}$$\\overline{{\ ext{x}} }$$\\end{document} age: 13.0 ± 0.6 years, 148 girls) provided consent. Dosage: The average number of HIIT workouts provided was 10 ± 3 and the average number attended by students was 6 ± 2. Fidelity: During HIIT workouts, the percentage of time students spent at ≥ 80% of maximum heart rate (HRmax) was 55% (interquartile range (IQR): 29%—76%). Monitoring of the control group: During lessons, the intervention and control groups spent 32% (IQR: 12%—54%) and 28% (IQR: 13%—46%) of their HPE lesson at ≥ 80% of HRmax, respectively. Responsiveness: On average, students rated their enjoyment of HIIT workouts as 3.3 ± 1.1 (neutral) on a 5-point scale. Quality: Teachers found the HIIT workouts simple to implement but provided insights into the time implications of integrating them into their lessons; elements that helped facilitate their implementation; and their use within the classroom. Differentiation: Making a HIIT involved students and teachers in the co-design of HIIT workouts. Adaption: Workouts were modified due to location and weather, the complexity of exercises, and time constraints.ConclusionThe comprehensive evaluation of Making a HIIT provides important insights into the implementation of school-based HIIT, including encouragings findings for student enjoyment and fidelity and recommendations for improving dosage that should be considered when developing future interventions.Trial RegistrationACTRN, ACTRN12622000534785, Registered 5 April 2022 – Retrospectively registered.

Development Of Speed Motor Quality Using Complex Motor Actions In Secondary School Students

One of the priority objectives of school physical education, specified in school programs for all education cycles, is the development of motor skills. The topic addressed by us in this paper was born from the need to have the greatest possible efficiency in the teaching of physical education in grades V-VIII, where the instructional-educational process must pursue concrete goals regarding the system of knowledge, skills and motor skills in order to concretize the model of each class in gymnasium physical education and sports. The study of this topic aims to establish the most effective exercise structures regarding the development of speed motor quality in secondary school students. Using the means proposed by us, after a well-established program in the physical education lesson for secondary school students, in order to develop the speed motor quality, I believe that it will develop obviously, during the whole school year. The data resulting from the scientific investigation regarding the development of speed motor quality through the use of movement games at the secondary school level were implemented in school units in the municipality of Arad. They can be used in the instructional-educational process by the specialists in the field and as methodical material by the students of the faculties of physical education and sport in the disciplines "Theory of physical education and sport" and "Practice and methodology of motor activities by age groups" . The research was conducted during the 2022-2023 school year. Following the application of the experiment, it was found that major differences in student performance were obtained, they had a significant increase between the initial testing and the final testing, which allows us to state that the methodology used in the lessons was adequate. The exercises and games used had a positive influence in obtaining the results of the experiment. Of course, the experiment should be continued and possibly extended to a larger sample of children in order to further improve motor quality, speed in particular, as well as harmonious physical development in general. Keywords: motor qualities, methods, means, physical training, program.

Health-Based Physical Education for Developing Physical Literacy: Strategies for Its Implementation and to Promote Motivation in Middle Schools

Physical education is often viewed as a public health tool that can be used to increase the amount of physical activity young people engage in. However, not only should the amount of physical activity at school and in physical education lessons be increased, but students should also acquire the knowledge, skills, motivation and responsibility that enable them to stay active outside of school and for the rest of their lives, that is, to develop their physical literacy. The purpose of this article is to provide physical education teachers with useful guidelines for the implementation of the Health-Based Physical Education model as a way to contribute to the physical literacy of middle school students. Furthermore, a series of strategies is provided to promote students’ commitment, motivation and participation when implementing the model.

The "thinking system" in a new school concept: A rhythmic teaching approach in physical education to develop creativity.

System Thinking is an actual construct supported by several scientific evidence that offer a perspective on how phenomena relate. Rhythm methodology, teaching-learning, and enjoyment in physical education are the main system elements we hypothesize interacting closely to determine direct or mediated effects on motor creativity and rhythmic perceptive capacity. Seventy-six elementary and middle school students (8.9 ± 2.1 years) were randomly assigned to two groups: a) an intervention group that received a physical education lesson based on rhythmic methodology and b) a control group that received conventional lessons without specific rhythmic interventions. Participants were engaged in eight physical education lessons lasting one hour each for eight weeks. Tests and questionnaires were administered before and after the intervention to evaluate motor creativity, rhythmic perception capacity, self-perception and enjoyment. Two lessons were randomly analyzed to identify the teaching style and motor content (moderate and vigorous activity). The main results revealed direct effects on the intervention group's motor creativity (p = 0.001) and its rhythmic perception capacity (p = 0.02). Furthermore, enjoyment mediated the effects of the intervention on motor creativity (p = 0.01). Finally, the results have shown that self-perception does not mediate the effect of rhythmic intervention group on motor creativity and rhythmic perceptive capacity (p > 0.05). A rhythmic methodology proposed by specific multi-teaching styles can involve children and young people in an enjoyable activity with more moderate to vigorous physical activity.

The Alignment between The Official Physical Education Curriculum and The Taught Curriculum

Although the written physical education curriculum is the same throughout the country, the implementation phase in schools differs from each other. Hence the purpose of this study is to examine the implementation process of the 5th-grades physical education and sports curriculum (updated in 2018) in different school contexts. Case study pattern was used. The participants of the study are two physical education teachers in Eskisehir. The data collection process consisting of observations, interviews, and field notes was completed in the fall semester of the 2018-2019 academic year. As a result of the analysis, the implementation process of the curriculum sub-theme which is related to the main theme of "taught curriculum", were reached. In conclusion, it can be said that the implementation process in schools is mostly teacher-centered, including the teaching of sports techniques and evaluating the psychomotor domain. The game-based and student-centered structure of the updated program could not be implemented by the teachers in the study. Also, it can be stated that the sufficiency of physical education course materials and the suitability of the areas used in physical education lessons are important factors in the implementation process of the curriculum.

ÜMUMTƏHSİL MƏKTƏBLƏRİNDƏ ŞAGİRDLƏRİN MORFOFUNKSİONAL VƏZİYYƏTİ VƏ FİZİKİ TƏRBİYƏ DƏRSLƏRİNDƏ FİZİKİ TƏRBİYƏNİN ƏHƏMİYYƏTİ

The Morphofunctional Condition of Students in Secondary Schools and the Importance of Physical Education in Physical Education Lessons Summary Peculiarities of morphofunctional indices of schoolchildren, studying at the secondary educational institutions with different levels of the organization of physical training, are reflected in the article. We determined an effect of the factor of physical training organization on physical development posture, physical working capacity, strength qualities, functioning of cardio-respiratory system of the children. Key words: health, anthropometric indices, functional indices, children of school age, physical training, risk

The effect of using teaching plans according to the Van Hiele method in learning the dribbling skill in basketball for students

The study aimed to prepare teaching plans according to the Van Hiele method in learning the basketball dribbling skill, and to identify its effectiveness for intermediate school students. The researchers assumed that there is an effectiveness for the Van Hiele method in performing the basketball dribbling skill for second intermediate school students, and there are statistical differences in favor of the experimental group. The researchers used an experimental approach in the style of two equal groups. The researchers defined their research population as students from Al-Intisar Intermediate School for the academic year (2023-2024), who numbered (564) students. The study sample was deliberately determined to be represented by second-year students, whose number was (90) students, and their percentage was (15.95%). from the research community, and the research sample (45) students, representing (50%) of the total second-year students, was selected in an intentional manner. They were divided into two experimental and control groups, represented by (20) students each, and (5) students were selected for the exploratory experiment. The researchers prepared teaching plans for eight weeks on Monday, 16/10/2023, and the last lesson was on December 4, 2023. As for the control group, the teacher used his usual method, after which a pre-test was conducted for the sample, then the teaching plans were implemented on Sample on Monday 16/10/2023, and the last lesson was on 25/12/2023. As for the control group, the teacher used his usual research method. After that, the two researchers analyzed the results statistically, and by analyzing the data for the test results, it was found that the values of the means The arithmetic mean, the standard deviations, the calculated (t) value, and the error rate for the post-test for the experimental and control groups for the low dribbling skill in basketball, where the arithmetic mean value for the low dribbling skill in the post-test for the experimental group reached (20,594) with a standard deviation of (1,889), while for the control group the arithmetic mean reached (22,447). with a standard deviation of (1.834) and the calculated (t), value was (3.672), while the standard error percentage was (0.01). Since the value of the standard error percentage is smaller than the significance level at (0.05), this indicates the presence of significant differences in the test. Dimension between the experimental and control groups and in favor of the experimental group. The researchers concluded, with the results of the research, that using the Van Hiele method is effective in learning the skill of dribbling in basketball. The researchers came out with several recommendations, including the necessity of using a modern method in physical education lessons and moving away from the traditional methods followed