The Effect of Educational Units According to the Burkart Model of Adaptable Learning on Learning the Overhead Serve Skill in Volleyball

Abstract

This research aims to identify the effect of educational units based on the Burkart adaptable learning model on learning the overhead serve skill in volleyball, as well as to determine the superiority of the study groups (control and experimental) in learning this skill. The researcher employed an experimental research design with two groups: a control group and an experimental group. The sample was drawn from the original population, consisting of second-year students in the College of Physical Education and Sports Sciences at Al-Nasour University for the academic year 2024-2025, totaling 78 students. A random selection method was used to choose a sample of 24 students, divided into two equal groups by lottery, with each group consisting of 12 students. This sample represents 37.5% of the original research population, which is considered an adequate percentage for true and valid representation. Subsequently, a pre-test for the research variables was conducted, followed by the implementation of the educational units prepared by the researcher, totaling 16 units based on the Burkart adaptable learning model, each lasting 90 minutes, with two units per week. After the intervention, a post-test was performed, and the Statistical Package for the Social Sciences (SPSS) was used to analyze the results, leading the researcher to significant conclusions. One of the key findings indicates that the Burkart adaptable learning model enhances students’ competencies during the lesson through its three phases, improving their physical abilities and learning skills in volleyball. The model contributed to developing students’ independence and self-sufficiency. The researcher recommended that emphasizing the application of the Burkart adaptable learning model in teaching the overhead serve skill in volleyball to enhance lesson effectiveness through its three phases and focusing on developing the students’ self-sufficiency during skill acquisition by implementing self-regulated learning models