The effect of the generative learning strategy according to Gerlach's model on learning the skills of setting and receiving serves in (volleyball (

Abstract

The first chapter included the research introduction, which addressed the significant impact of developments in the field of education, particularly the innovation of modern teaching strategies. Teachers found themselves faced with a vast array of these strategies, requiring them to possess sufficient knowledge and understanding of their application mechanisms to fully utilize them. Their role extends beyond simply keeping pace with scientific advancements in education; it involves activating and employing these strategies in appropriate teaching situations. This transformation does not mean leaving students to learn independently; rather, it requires teachers to remain guides and leaders of the learning process through the topics they present and highlight. The research problem, therefore, lies in the weakness in learning the two volleyball skills of setting and receiving serves among first-year female students in the College of Physical Education and Sports Sciences, due to the specific nature and difficulty of these two skills. Therefore, the researcher's focus and research problem were defined as answering the following question: "What is the effect of the generative learning strategy using the Gerlac and Elly model on learning the skills of setting and receiving serves in volleyball for first-year female students at the College of Physical Education and Sports Sciences, University of Thi-Qar?" The research aimed to identify the effect of the generative learning strategy using the Gerlac and Elly model on learning the skills of setting and receiving serves. Chapter Three: Research Methodology and Field Procedures. This chapter included the research methodology, sample selection, data collection methods, skill tests, pre-test procedures, implementation of learning units, and post-testing. It also covered the use of appropriate statistical methods to process the data and arrive at the results. Chapter Four: Presentation, Analysis, and Discussion of Results.