The effectiveness of the Wheatle strategy in fostering creative thinking and developing volleyball set-up skills among students

Abstract

This study aimed to investigate the effect of the VTI strategy on the development of creative thinking and the learning of the volleyball setting skill in both the control and experimental groups. It also aimed to identify the superiority of the VTI strategy in enhancing creative thinking and learning the setting skill in volleyball between the two groups. The researcher employed the experimental method using an equivalent-groups design, due to its appropriateness for the research problem. The research population consisted of second-year students from the College of Physical Education and Sports Sciences, numbering (24) students. The sample was selected randomly to ensure equal opportunity for each participant to be assigned to either group. The experimental group was taught according to a curriculum designed by the researcher, utilizing instructional units based on the VTI strategy, whereas the control group followed the conventional curriculum adopted by the instructor. The instructional program consisted of (8) educational units, with two units delivered per week.Two specific scales for measuring creative thinking were designed by the researcher. Appropriate statistical methods were employed to analyze the data. The most important findings revealed that the VTI strategy used resulted in a significant improvement in creative thinking in volleyball for both the control and experimental groups. Moreover, the VTI strategy contributed to improving the technical performance of the overhead forward setting skill in both groups.