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Abstract

The study aimed to develop instructional units based on the Krubly model and to examine their impact on the development of complex thinking and the performance of serving and spiking skills in female volleyball players. The research hypothesizes that there are statistically significant differences between the pre- and post-test results of the experimental and control groups, in favor of the experimental group, in terms of complex thinking and performance in the skills of setting and spiking in volleyball among female students. The researchers employed an experimental approach on a sample of 25 female students. They administered tests of setting and spike skills in volleyball, distributed the complex thinking test, and then compiled and statistically analyzed the results. Based on the results, the researchers reached the following key conclusions: The instructional units designed according to the Krubly model and based on complex thinking proved effective in improving the students' performance in setting and spiking skills in volleyball. Furthermore, the results demonstrated the superiority of the experimental group (Krupeli model) over the control group in the post-tests, where the experimental group achieved an arithmetic mean of (130.84) for the ``complex thinking'' variable, compared to (125.33) for the control group, with a t-value of (1.746). The greatest superiority was also evident in the ``multiplication'' skill, with an arithmetic mean of 17.769 for the experimental group compared to 14.750 for the control group, with a highly significant t-value of 4.306 at a significance level of 0.00, confirming the effectiveness of the educational program in achieving the goal of quality education.

Article Type

Special Issue Article

First Page

312

Last Page

320

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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