The effect of educational learning design using the R.S.caffarella model on cognitive intelligence in volleyball for female students

Abstract

The Caffarel model, which relies on the multiplicity and diversification of available educational alternatives, to provide experiences to learners through the amount of ideas covered, and the priority of the order of their presentation, based on several factors, including, input behavior, the nature of the content provided, and the desired educational outcomes. In light of this, the basic ideas of the program are determined, the main rules of the educational planning process, and the provision of learning experiences that are compatible with the nature of the content and the characteristics of the learners, and their cognitive background, and the identification of shapes and tables, and from here the importance of the study emerges in an attempt to teach this game in light of a model that relies on identifying the ideas formed by learners from previous stages and correcting the wrong ones and linking them to new ideas included under cognitive intelligence, which is the heart of the intelligence process, and gives intelligence a double value, parallel to the desires of learners who are considered the focus of the educational process, and through the above, the importance of the research in the variables it studies emerges and the role of electronic design in activating the steps of the model and its The role of cognitive intelligence, which is a basic factor, so the researcher suggests applying this model and introducing it to the volleyball subject for the second stage in the College of Physical Education and Sports Sciences, through the researcher's follow-up and her knowledge in previous years and during the women's tournaments, students may face difficulty in understanding the refereeing signals, which leads to a lack of interaction with the referees, and there is a fluctuation in the level of performance that sometimes tends to the average in a noticeable way, so she tried to try a new educational learning model for effective, influential and interesting learning. The researcher used the experimental method and designed the two experimental groups, and the research sample was third-stage students, numbering (62) students. The sample was selected, numbering (30) students, which constituted (50%) of the research community. The researcher used the statistical bag SPSS, and the conclusions reached by the researcher are that the R.S. Caffarella model contributed to creating many opportunities and resources for learning by presenting the material in an interesting manner and by different means. The student can benefit from the means that suit him, and he can also benefit from any other opportunity to learn when he did not benefit from the previous opportunity, as well as adopting technology and its approved means in the education process contributes By providing a kind of suspense and excitement, which contributes to attracting the attention of students towards the lesson, as well as keeping them away from boredom, which increases the opportunities for learning and achieving goals. The trend towards educational technology and the models that were employed in teaching the curriculum contributed to saving effort and time for the teacher and increased cognitive intelligence as well as learning the referees' signals required for students.