The effect of the SWOM strategy on the methods of guiding the teacher and peers to learn swome offensive handball skills for students

Abstract

The primary objective of this study was to develop educational units utilizing the strategy known as "SWOM" in the methods of teacher guidance and pairing.These units were designed to teach various offensive skills in handball to the participants of the research sample.Additionally, the study aimed to assess the effectiveness of these units and determine the impact of employing the SWOM strategy in both teacher guidance and peer-based learning approaches for the second stage sample.The present study aimed to compare two methods in the post-test phase of the study's variables.It was assumed that there would be statistically significant differences between the pre-and post-test results of the experimental and control groups in terms of learning offensive skills in handball among student participants.Additionally, it was expected that similar differences would be observed in the post-test results between the two groups for the variables being investigated.The researcher utilized an experimental approach to ensure equivalence between the experimental and control groups in terms of the pre-and post-test.The educational units were administered to a sample of 30 students, with 10 students randomly selected from each division.This sample represented 38.46% of the overall research community.The researcher implemented their expertise in both methods by delivering one educational unit per week over a period of 8 weeks.Subsequently, post-tests were conducted.The collected data were analyzed using appropriate statistical methods to fulfill the research objectives.The researcher has derived significant findings, indicating that both methods employed had a discernible influence on enhancing offensive skill proficiency.Notably, the strategy (SWOM) implemented with peer guidance exhibited a preference for improving performance levels compared to the strategy (SWOM) implemented under the guidance of the teacher, as well as the control group that adhered to the teacher-led method.