THE EFFECT OF THE I.P.A.G.A STRATEGY USING PEER-GUIDED APPLICATION METHOD IN LEARNING SOME BASIC FOOTBALL SKILLS FOR FIRST-YEAR INTERMEDIATE STUDENTS

Abstract

This study investigates the effect of the I.P.A.G.A. strategy in conjunction with the peer-guided application method on the development of essential football abilities in first-year intermediate students. The study aims to investigate how this modern teaching approach enhances the development of fundamental technical skills, such as dribbling and ball control. An experimental design employing two equivalent groups (experimental and control) with pre-test and post-test assessments was implemented, consistent with the study's objectives. The study population comprised 123 first-year students from Al-Shuhadaa Intermediate School for Boys during the 2023–2024 academic year. A fundamental random selection procedure was employed to pick 40 individuals, thereafter divided into two groups of 20 each. The experimental group received training through the I.P.A.G.A. methodology with peer guidance, while the control group was instructed using conventional methods. The SPSS statistical software was employed to analyze the data and identify significant differences between the groups. The results demonstrated that the experimental group showed a markedly superior improvement in essential football skills, particularly in dribbling and ball control, compared to the control group. The findings demonstrate that the integration of structured teaching methodologies with peer-supported learning environments significantly improves children's motor skills. The research indicates that the I.P.A.G.A. technique, in conjunction with peer-guided application, significantly enhances individuals' ability to learn football. The researcher advocates for the implementation of contemporary, student-focused pedagogical approaches, such as the I.P.A.G.A. strategy, to promote active learning, collaboration, and skill mastery in physical education environments.