The Effect of Educational Units According to Karen's Model on Learning the Serving Skill in Volleyball for Students

Abstract

The researcher observed that the educational curricula used for teaching volleyball do not include the Karen Model, which is characterized by making the learner an active center in the educational process, unlike traditional methods that rely on rote learning and direct transmission of information from teacher to student. These traditional methods lack the stimuli that enhance students' motivation and interest. Based on this, the study aimed to develop educational units based on the Karen Model with the goal of improving the volleyball serving skill.

The researcher formulated two main hypotheses: first, that there are statistically significant differences between the pre-test and post-test results of the experimental group; second, that there are statistically significant differences between the post-test results of the control and experimental groups. The researcher employed an experimental method using a two-group design (control and experimental) with pre- and post-tests. The sample consisted of 24 students from the Martyrs of Al-Shatra School affiliated with the Thi-Qar Education Directorate.

The educational units, totaling 16 units with two units per week, were implemented. The researcher presented, analyzed, and discussed the results. Based on this, a set of conclusions and recommendations was made. One of the most prominent conclusions was that the experimental group outperformed the control group in the overhead serving skill, due to the effectiveness of the educational units based on the Karen Model, which included supporting tools and varied exercises tailored to the students’ abilities and needs.

Among the recommendations, it is preferred to adopt the educational units prepared according to the Karen Model for teaching the serving skill, alongside preparing an instructional booklet containing these units to facilitate their application by teachers. Additionally, diversifying teaching strategies is recommended to increase students’ motivation, stimulate their learning, and reduce feelings of boredom and monotony during lessons.