The effect of the Appleton model on learning to perform the long jump for first-year students in the College of Basic Education
DOI:
https://doi.org/10.37359/JOPE.V37(3)2025.2363الكلمات المفتاحية:
Appleton model، long jump effectivenessالملخص
The research aimed to prepare educational units according to the Appleton model for teaching the long jump skill to first-stage students and to identify its impact on learning. The researcher adopted the experimental method with two equal groups (experimental and control) using pre- and post-tests. The population consisted of 115 first-stage students in the Department of Physical Education and Sports Sciences, College of Basic Education, Al-Mustansiriya University, for the academic year 2023–2024, distributed across six divisions (A–F). By lottery, two divisions were selected: Division (B) as the experimental group and Division (E) as the control group, with 25 students each (total 50, representing 43.47% of the population). The experimental group learned the long jump according to the Appleton model, while the control group followed the traditional imperative method used in the curriculum. After applying the pre- and post-tests and conducting statistical analyses, results showed that the Appleton model had a significant effect on learning the long jump, as it enhanced motivation through excitement, competition, and engagement, making the learning process easier and more effective. The study recommends adopting the Appleton model in teaching long jump and other sports skills, given its role in achieving educational objectives and improving performance at different age and educational levels
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الحقوق الفكرية (c) 2025 Journal of Physical Education
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