The Effect of Fair Inquiry on Holistic Thinking and Learning the Skill of Underhand Serving in Volleyball for Female Students

Abstract

Fair inquiry is one of the strategies that stimulate and develop learners' thinking abilities by placing them in problem situations; to search for solutions using a scientific approach. The significance of research relying on fair inquiry has emerged in enhancing holistic thinking and learning the underhand serving skill in volleyball. The problem addressed in the research is the students' weakness in learning the underhand serving skill in volleyball using their hands from below. The research seeks to develop educational units using fair inquiry in practical volleyball lessons and to determine the effect of the fair inquiry on enhancing holistic thinking and learning the underhand serving skill for female students. The researchers assume that there are statistically significant differences in the pre-test and post-test results of holistic thinking and learning the underhand serving skill in volleyball, specifically between the experimental group and those in the control group. They also assume that there are statistically significant differences between the results of tests measuring comprehensive thinking and learning the performance of the underhand serve in volleyball post-tests between the experimental and control research groups. The experimental approach was adopted, involving the design of both the experimental and control groups from a sample of third-stage students from the Department of Physical Education and Sports Sciences at the College of Basic Education/University of Diyala for the academic year (2021/2022) who are regularly attending volleyball classes. A random sample of (30) students was selected, representing (85.714%) of the population, and they were divided equally into two groups based on the requirements of the experimental design. After determining the performance skill tests and implementing the strategy with the experimental group for a continuous period of (8) weeks, the results were statistically analyzed using the SPSS software. The conclusions and recommendations are that the elements of the fair inquiry can apply in practical lessons for learning volleyball skills in the Department of Physical Education and Sports Science at the College of Basic Education. Implementing fair inquiry into volleyball lessons can enhance holistic thinking and underhand serving abilities, outperforming the improvements in students who learn without it. Furthermore, it is essential to pay attention to the development of the capabilities of volleyball teachers in the Department of Physical Education and Sports Sciences at the College of Basic Education and to improve their knowledge of fair inquiry to apply it in practical lessons according to its stages and components, and to properly employ it in these lessons