Abstract
The researcher addressed the introduction and significance of the study, as well as the research problem, which lies in the difficulty some female students face in learning the volleyball skills of receiving and setting. The researcher attributes this difficulty to the varying degrees of cognitive style flexibility among the students. The study aimed to: (1) identify the dominant cognitive style (rigid or flexible) among the sample, and (2) assess the level of learning in the receiving and setting skills in volleyball. The main hypothesis proposed that there is a statistically significant correlation between cognitive style flexibility and the ability to learn these two skills. The researcher used the survey method, which was appropriate for the nature of the study. The research sample consisted of 40 second-year female students from the College of Physical Education for Women. After administering specialized skill tests and a test to determine cognitive style, and using appropriate statistical methods, the results revealed: (1) a non-significant correlation between the students with a rigid cognitive style and their performance in the two skills, and (2) a significant correlation between those with a flexible cognitive style and their performance. The key recommendations were: identifying learners’ cognitive styles at the beginning of each academic season, and conducting further studies on cognitive style flexibility in other sports.
First Page
11
Last Page
13
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.
Recommended Citation
Nassif, Najla Abbas
(2007)
"The relationship of cognitive style, stiffness and flexibility in learning the skills of reception and preparation in volleyball,"
Modern Sport: Vol. 6:
Iss.
7, Article 5.
DOI: https://doi.org/10.54702/2708-3454.1228
