The effect of the SWOM strategy on the methods of guiding the teacher and peers to learn some basic skills of volleyball for students

Abstract

The objective of the present study was to develop educational modules utilising the SOM strategy, specifically teacher guidance and peer pairing, to instruct the research sample in various volleyball skills. Additionally, the study aimed to assess the effectiveness of these modules and determine the impact of utilising the SWOM strategy, in the form of teacher guidance and peer interaction, on the acquisition of specific skills by the second stage sample.  The study examined the preference for two methods in the post-test of the study's variables. "It assumed that there would be statistically significant differences between the pre- and post-test results of the experimental and control groups in terms of learning volleyball skills among student participants". The study also aimed to identify any differences between the two groups in the post-tests for the variables being studied. "The researchers utilised an experimental design for both the experimental and control groups, employing a pre- and post-test methodology". "The educational units were administered to a sample of 36 students, with 12 students randomly selected from each division". This sample represented 38.46% of the overall research community. The researcher implemented their main teaching approach by delivering one educational unit per week for a duration of 8 weeks. Subsequently, post-tests were conducted.  The data was analysed using suitable statistical methods to accomplish the intended research goals. The researchers reached significant conclusions: both methods employed had a distinct influence on enhancing offensive skills, with the strategy (SWOM) guided by peers proving more effective than the strategy (SWOM) directed by the teacher. This was observed not only in comparison to the control group, but also in comparison to the method employed by the teacher.