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Abstract

The research problem was identified through the researchers' observation of weak performance in the volleyball spike skill among second-year students at the College of Physical Education and Sports Sciences, despite their regular participation in practical volleyball sessions. Therefore, the study aimed to investigate the effect of the TASC (Thinking Actively in a Social Context) model on learning the volleyball spike skill. This study is also aligned with Sustainable Development Goal 4 (Quality Education), which emphasizes ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all. An experimental method was adopted using a two-group equivalent design (experimental and control groups) with pre-test and post-test measurements. The research population consisted of 252 students distributed across five academic sections, while the sample included 32 students randomly selected, representing 14.884% of the population and equally divided into two groups of 16 students each. The experimental group was taught using the TASC model, whereas the control group followed the traditional teaching method used by the instructor. The results showed statistically significant differences in favor of the experimental group, where the mean performance of the spike skill increased from 3.56 in the pre-test to 4.56 in the post-test with a calculated t-value of 7.3, while the post-test comparison between the two groups revealed a significant difference (t = 4.68) in favor of the experimental group, confirming the effectiveness of the TASC model in improving the learning of the volleyball spike skill The study highlights the effectiveness of the TASC model in improving the learning of the volleyball spike skill compared to the traditional teaching method, with an emphasis on achieving quality learning.

Article Type

Special Issue Article

First Page

353

Last Page

362

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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