Publication Details
Abstract
The problem of this research is that it is a game played by teams, and students must develop some basic skills. Therefore, the need has arisen to adopt modern teaching models, including the KUD (Know-Understand-Do) model. This model focuses on identifying what the learner should know, what they should understand, and what they can practically apply, thus contributing to a more effective learning process, increasing student motivation, and enhancing their acquisition of knowledge and skills. Despite the importance of this model, its use in teaching volleyball skills remains limited. There is a lack of sufficient research examining its impact on second-year volleyball students' learning of setting and receiving serves. Therefore, the research problem is defined by answering the following question: Do instructional units based on the KUD model affect students' learning of setting and receiving serves in volleyball?
This study aimed to determine the effect of teaching units based on the KUD model upon student setting and receiving volleyball serves. The method was explained as: 2xbalance and pre-test and post-test. Subjects and Methods This an Analytical cross-sectional study was conducted on 162 students from second year College of Physical Education and Sports Sciences, University of Kufa. After excluding students who had deferred or failed their exams, 157 students remained. And deferrals and failures:1 student deferred 4 students failed. Of this population, we randomly selected 60 students to be divided into a test group (20 students) and an application group (40 students). The application group was divided into two groups of twenty students each for usage; the experimental group included students from section (B), and the control-group consisted of students in section (C). The control group took the pre-tests until the start of the units that was planned by the researchers. Over the course of eight weeks, two units were taught each week. At the end of each unit, post-tests were administered by the researchers who collected and statistically analysed the data using SPSS.
The most significant finding is that experimental group students did significantly better than controls on the post-test on serving and receiving serves. This indicated that KUD model effectively maps the students' knowledge, skills and understanding in the process of learning. Top priority recommendations applied only to include more experimental programs with similar volleyball skills at a basic level and then compare results against other contemporary methods for teaching.