The Impact Of The Guided Imagination Technique On Education The Skills Of Spiking And Blocking In Volleyball For Students

Abstract

The purpose of this article is to develop instructional units for third-stage students using the guided imagination technique, ascertain how the approach influences students' acquisition of volleyball smash and blocking skills, and establish the connection between guided imagination and student volleyball smash and blocking skills. The investigator utilized The test method's design comprised two groups: an experimental group and a control group. There are two equal groups for the pre-test and post-test. because it better fits the research's objectives and underlying beliefs. For the 2023–2024 school year, 72 third-stage students were selected to comprise the research community. A random lottery was used to choose the study's sample of 20 kids from that community. The students were divided into two groups, the experimental and control, each with 10 students. The experimental group was taught volleyball spiking and blocking methods using the guided imagining methodology. One of the researcher's most important findings was that the experimental group exhibited improvement and proved that the guided imagination technique she had devised helped them learn how to block and spike in volleyball. and individuals of the experimental group who used the directed imagination paradigm to acquire volleyball blocking and spiking tactics outperformed the control group in the dimensions measurements. Using the directed imagination strategy to teach students the basics of volleyball and working on organizing the content of the study materials using design-directed imagination steps and in a way that supports achieving the learning objectives set in other sports activities are two of the researchers' most important recommendations