Instructional-learning design based on the visual thinking strategy and its impact on developing higher-order thinking skills among middle school students in physical education.

Abstract

The present study aims to design an instructional–learning model based on visual thinking strategy and to investigate its effect on the development of higher-order thinking skills among intermediate school students in physical education. The significance of the study lies in integrating two fundamental domains: visual thinking, which relies on representing knowledge through images, diagrams, and graphic organizers to enhance comprehension and stimulate analysis; and physical education, which provides a fertile ground for applying active learning strategies that develop both cognitive and motor skills. The study adopted a quasi-experimental design by applying a series of lessons based on visual tools (movement diagrams, performance analysis videos, visual observation checklists) to an experimental group, and comparing their performance with a control group taught by traditional methods. The results indicated that the experimental group significantly outperformed the control group in higher-order thinking indicators (analysis, interpretation, problem-solving, decision-making), proving the effectiveness of the proposed instructional–learning design. The study recommends expanding the use of visual thinking strategies in teaching physical education at all educational levels and integrating them into teacher preparation prams.