عبدالحميد المسعود

ABSTRACT The purpose of this study was to identify the effects of the usage of "self check” and “inclusion” teaching styles in physical education lessons on skill, knowledge and emotional development aspects in gymnastics and basketball units authorized for grade-1 in Riyadh intermediate schools. An experimental methodolgy was used. The researcher chose a control and 2 experimenal groups design. Data was collected from 127 grade-1 students selected randomly from three classes. The students were divided into three groups as follows: - The control group “N” = 42 students, where the "command ” teaching style was applied. - 1st experimental group “N1” = 44 students, where the "self check” teaching style was applied. - 2nd experimental group “N2” = 41 students, where the "inclusion” teaching style was applied. An instructional program composed of gymnastics 3 lessons, and 2 basketball lessons in were designed. Analysis of the anterior measurements revealed that all the three groups were homogeneous in all measurements, except in the gymnastics knowledge test. Analysis of post test data revealed that: 1. There were statistically significant differences between the three groups in skills measurement and in the “knowledge” and “emotional” measurements for gymnastics and basketball units. 2. There were statistically significant differences between the three groups to the advantage of the 2nd experimental group in the 2nd and 3rd skill measurements in both gymnastics and basket ball units and in the “knowledge” and “emotional” aspects measurements for gymnastics and basketball units. 3. There were statistically significant differences between the three groups to the advantage of the 1st experimental group in the “knowledge” and “emotional” measurements in gymnastics and basketball units. 4. There were statistically significant differences between the three groups to the advantage of the control group in the 1st, and 3rd skill measurements in the gymnastics unit. The results indicated that the three teaching styles used in this study contributed to the total development of students, with different levels. The researcher recommended the following: 1- To use the "command ” teaching style in physical education lessons in intermediate schools for it is approbriateness in teaching gymnastics in which success is determined by direct supervison from the instructional in teaching the skills units of gymnastics,which needs to be directed supervide by the teacher. 2-To use the "inclusion ” teaching style in physical education lessons in intermediate schools because of it is approbriateness in the skills units of gymnastics. 3-To use the "inclusion ” teaching style in physical education lessons in intermediate schools for teaching basketball content where it proved to be more effective because of it approbriatness combared to the " self check” and "command ” teaching styles in teaching the skills of basketball unit. 4-To use the " self check” teaching style in physical education lessons in intermediate schools because of it appropriatness in amproving the knowledge of basketball unit. 5-To use the "inclusion ” teaching style for with knowledge and emotional content because of the there effective on the those aspects.

Abstract: Effect of using reciprocal style in physical education lessons on selected developmental domains in third grade middle schools students in Riyadh city The purpose of the study was to examine effect of using reciprocal style in physical education lessons on selected developmental domains in third grade middle school students in Riyadh city. Subjects were 240 students randomly selected from middle schools in Riyadh city, and assigned to an experimental group consisted of 121 students, and control group consisted of 119 students.A teaching program consisted of two five - week units, one for soccer, and the other for long jump were designed for the study. The experimental group was taught by of using the reciprocal style and the control group was taught by using of the ordinary style. Variables consisted of ten measures, five of them for physical domains included Body Mass Index, flexibility, strength, muscular endurance, and cardiovascular fitness measured by 1600 meter run. Skills and cognitive domains were measured by two tests for each. Emotional domain was measured by a self-concept scale specially developed for this study. Pre data were collected before conducting the program and post data were collected at the end of the program. Data were analyzed using T-test and ANCOVA. Effect size and percent of changes from pre to post, were calculated. Results showed no significante differences between the two groups in pre data except for two variables that were analyzed using ANCOVA. Analyzing post data revealed significante differences between the two groups in one physical variable, two skills variables, one cognitive variables, and two skills variables. Experimental group was superior on the control group. It was concluded that reciprocal style was effective in teaching physical education and had positive effects on physical, skill, cognitive, and emotional domains.