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Abstract

This study aimed to design teaching units based on the EDGA model and examine their effect on visual memory and selected basketball skills (high dribbling, low dribbling, chest pass, rebound, and ladder shooting) among first-level female students at the College of Physical Education and Sport Sciences, University of Baghdad. An experimental design with two equivalent groups and pre- and post-tests was used. The research population consisted of 26 first-year female students (2025–2026). Twenty-four students (92.31%) were selected as the research sample after excluding two students. The participants were randomly assigned into an experimental group (n = 12), which studied using EDGA-based teaching units, and a control group (n = 12), which followed the traditional method Visual memory and skill performance were assessed through pre- and post-tests, and data were analyzed using SPSS. The results showed significant improvements in both groups; however, the experimental group achieved greater progress in visual memory and basketball skills. Post-test results indicated clear development in high dribbling (2.66–7.13), low dribbling (2.53–7.43), and visual memory (50.88–67.5 The study concludes that teaching units structured according to the EDGA model positively enhance visual memory and facilitate the learning of basketball skills among female students. The study recommends adopting structured instructional models in physical education to improve cognitive and motor learning outcomes, and this achieves one of the sustainable development goals of the United Nations in Iraq which is (Quality Education).

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38

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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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