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Abstract

Educational games are among the most effective tools for teaching fundamental skills, particularly in volleyball. The present study addresses the issue of weak performance among second-year female students at the College of Physical Education and Sport Sciences for Women in executing the volleyball serve. This weakness is attributed to the learners' limited perception of the appropriate distance required to toss the ball upward before striking it, as well as their poor understanding of the correct serving distance. Additionally, there is a need to incorporate engaging methods into the educational process. Therefore, the study aimed to design instructional units utilizing educational games to teach the serving skill and to examine their impact on distance perception and skill acquisition. The researchers adopted the experimental method, employing a pre-test/post-test design with control and experimental groups. The sample consisted of 30 randomly selected second-year female students from the College of Physical Education and Sport Sciences for Women at the University of Baghdad. An exploratory sample of four students was also selected. Research tools included two tests: one for measuring distance perception and another for assessing the serving skill. After conducting the pre-tests and ensuring group equivalence, the main experiment was implemented over eight instructional units, delivered weekly, with each session lasting 90 minutes. Post-tests were then administered. The findings indicated that educational games had a positive effect on both distance perception and the acquisition of the serving skill. Moreover, the experimental group outperformed the control group. The researchers recommend using educational games in teaching volleyball skills, particularly the serve. and this achieves one of the sustainable development goals of the United Nations in Iraq which is (Quality Education)

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Creative Commons License

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

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