Employing some modern teaching strategies to identify gifted students (9-10 years old) in the psychomotor field

Abstract

This study aimed to employ the cooperative learning strategy as a tool for identifying gifted students in the psychomotor domain. The hypothesis was that using this strategy contributes to identifying gifted students in this domain. The research sample consisted of 30 primary school students, randomly selected using several tests, including a 25-meter sprint, a 10-step jump test, a standing long jump, trunk flexion from a seated position, and a progressive run. The study concluded that using modern teaching strategies contributes to identifying gifted students.