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Abstract

The research problem lies in teachers' neglect of considering both sides of the brain and their failure to identify the dominant controlling side of the brain in learners before beginning the educational process. This oversight results in the inappropriate selection of teaching strategies that do not align with the learners' brain dominance, along with a lack of observation and follow-up regarding students' willingness to learn. This makes it difficult to assess whether the chosen strategies match the brain's dominant side. Moreover, some learners who do not have a clearly dominant brain side tend to excel in certain areas while struggling in others, and overcoming this imbalance requires activating the non-dominant side of the brain. The aim of the research is to: (1) identify the effect of the concepts-schemes strategy in developing emotional intelligence and activating the non-dominant (right) side of the brain, and (2) assess the impact of this strategy on learning the volleyball serving skill. The researcher used the experimental method with equal groups, selecting 20 fourth-stage female students from Hittin High School through a lottery method, after identifying those with a right non-dominant brain side. The sample was divided equally into a control group and an experimental group. The curriculum, based on the concepts-schemes strategy, included 10 educational units delivered at a rate of two units per week, with each session lasting 40 minutes. The study led to several conclusions, most notably: (1) both the approved and concepts-schemes approaches significantly contributed to the development of emotional intelligence and the volleyball serving skill, (2) the concepts-schemes strategy helped activate the right non-dominant side of the brain, and (3) this strategy was more effective than the approved curriculum in learning the volleyball serving skill.

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Creative Commons Attribution 4.0 International License
This work is licensed under a Creative Commons Attribution 4.0 International License.

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