The effect of some of Keegan’s cooperative structures in teaching the combined attack with the epee weapon to female students

Abstract

The problem of the research was that teaching compound attack skills in the sport of fencing depends on the method followed in the implementation and performance of the model by the female students and through the researcher’s follow-up of the fencing activities and how to teach the performance of these compound attack skills in an interactive environment that is essential for teaching these skills. The study also aimed to prepare Teaching units using some of Keegan's collaborative structures to teach complex attacking skills in fencing Identifying the effect of some of Keegan’s cooperative structures in learning compound offensive skills in the sport of fencing with epee for female students. As for the research hypothesis, there are no statistically significant differences between the pre- and post-tests of the two research groups, experimental and control, in teaching compound offensive skills with epee for female students. As for the research methodology, the researcher used the experimental method in the style of equal groups because it suits the nature of the research problem, as the experimental method gives real, tangible results about the impact of educational strategies, methods, and methods What distinguishes rigorous scientific activity is the use of experience. The researcher concluded that the diversity of sources of knowledge through educational means that coincided with Keegan’s structures in teaching combined attack skills in fencing provided a set of sufficient experiences in the field of knowledge and skills for the female students of the experimental group. The researcher recommended working on preparing physical education teachers in a way that makes them capable On the application of Keegan's collaborative structures in teaching combined attack skills in fencing.