تأثير أسلوبي التضمين و التعلم الاتقاني في التعلم و الاحتفاظ في فعالية القفز العريض لطلاب كلية التربية البدنية و علوم الرياضة الجامعة المستنصرية

الملخص EN

Experts and researchers have used a lot of educational methods that were able to transfer the decisions related to teaching from the teacher to the student, and then the student himself becomes the focus of the educational process, especially if the appropriate method is chosen, and among these methods, including the method of inclusion is the method that takes into consideration all levels of students in performing motor skills by specifying duties or multiple levels of training on skills by the teacher.

Therefore, this method depends primarily on the student’s ability to perform the skill according to his physical and skill abilities.

It is one of the modern methods, which means reaching the educated group to the degree of mastery, and from here the researcher found the possibility of applying these two methods in learning the wide jump activity among students of the College of Physical Education and Sports Sciences, where the research aimed to identify the effect of using (the inclusion and technical method) in learning the wide jump activity and learn the best method for learning this activity.

The researcher used the experimental approach and the sample included 40 students from the first stage of the College of Physical Education and Sports Sciences / Al-Mustansiriya University, and an educational curriculum was prepared in both methods that included 12 educational units, and the researcher conducted a test to determine the performance level of the wide jump activity and was evaluated by three experts after photographing Performance .

The researcher has concluded: 1.There is an improvement in the performance level of students with the wide jump activity for both experimental and control groups.

2.There were differences in the effect of the method of inclusion and cooperative learning in developing students ’performance level with the wide jump activity and in favor of the experimental group (the inclusion method)