A proposed strategy depending on learning patterns for the development of teaching skills of the student / teacher in teaching kinetic education | ||||
| The International Scientific Journal of Physical Education and Sport Sciences | ||||
| Article 10, Volume 4, issue 1 - Serial Number 4, September 2016, Page 130-143 PDF (714.88 K) | ||||
| Document Type: Original Article | ||||
| DOI: 10.21608/isjpes.2016.60455 | ||||
 View on SCiNiTO | ||||
| Author | ||||
| Wafaa Mohamed Adel Elseifi* | ||||
| Department of Curriculum and Instruction, Faculty of Physical Education for Girls in Cairo, Helwan University, Egypt | ||||
| Abstract | ||||
| The research aims to build a proposed strategy based on preferred types for the way of learning (visual - auditory - kinetic) and to identify the effectiveness in the development of teaching skills to teaching kinetic education, which found that there is a decline in its performance. The researcher used the experimental method using the before and after measurements test on a sample of first year students who were chosen intentionally and random and they are 45 students, divided into three experimental groups according to the measuring instrument for preferred learning, and a control group. Applying the strategy took three months by a rate of 12 educational units for each group and the time per unit is 90 minutes. the search tools are (a tool to measure the preferred types for the way of learning, survey to renew the most important teaching skills for teaching kinetic learning, card of note to evaluate the performance of students in teaching skills under research ) prepared by the researcher. The study showed the effectiveness of the proposed strategy in the development of teaching skills for teaching kinetic education and the superiority of the three experimental groups that learned according to the learning style of each student over the control group in the axes of evaluation card | ||||
| Keywords | ||||
| strategy-learning learning methods - teaching skills; kinetic education | ||||
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