The Effect of an Educational Program Using the Differentiated Instruction Strategy in Learning Long Jump Effectiveness

Abstract

Background: Traditional teaching methods usually focus on the educational material and neglect the learner. Because education concerns all learners, regardless of their abilities and level of performance, for the purpose of further integrating the learner in teaching skills and activities, and for the sake of advancing the vocabulary of athletics, it is important to understand the best way to acquire complete knowledge of technical stages of long jump effectiveness by choosing the most appropriate methods and strategies that have a positive interaction between learners to be more rapid and accurate. Objective: The effect of an educational program using the strategy of differentiated instruction and identifying its effect on the level of technical performance of long jump effectiveness according to the peer-to-peer application method depends on the feedback provided by colleagues. Materials and methods: The research sample consisted of (20) students from the first school year in the College of Physical Education and Sports Science, Kirkuk University, for the 2019-2020 academic year. Participants were divided into two equal groups. The two groups implemented an educational program consisting of (8) educational units. Two educational units were undertaken per week, with each educational unit lasting (90) minutes. The main part of the lesson, specifically in the applied activity of the educational unit, was implemented in the differentiated instruction method for the first group and in the traditional instruction method for the second group. Results: Statistically significant differences were found between the pre- and post-tests of the control and experimental groups in the variable of the degrees of (technical performance) for the effectiveness of the long jump, achieving an improvement percentage (14.085%, 70.940%) and effect size (0.762, 3.283) respectively. Statistically significant differences were also found between the control and experimental groups in the post-test in the variable of the degrees of (technical performance) for the effectiveness of the long jump, achieving an improvement percentage (56,856%) and effect size (2,480). Conclusions: The educational program using the differentiated instruction method has a high impact on the degrees of (technical performance) for the effectiveness of the long jump