The Effect of the Back-to-Back Strategy on Motor Response and Teaching Some Goalkeeping Skills in Futsal for Female Students

Abstract

This research addressed the need to adopt and employ the best teaching strategies that contribute to developing skill and knowledge together, in line with the requirements of effective teaching and learning. The back-toback strategy is considered one of the best scientific strategies that helps develop a student's thinking and perception in an enjoyable, stress-free atmosphere, since it strengthens communication, listening, conversation, and performance skills. The research sought to identify its effect on motor response and on teaching some goalkeeping skills in futsal among female students, given that this strategy relies on interaction and communication among learners and on the exchange of roles within the teaching situation. The research problem was defined by the following question: (What is the effect of teaching using the back-to-back strategy on motor response and on teaching some goalkeeping skills in futsal for female students?). The study aimed to prepare instructional units according to the back-to-back strategy for motor response and teaching some goalkeeping skills in futsal for female students, and to identify the effect of these instructional units on motor response and on teaching some goalkeeping skills in futsal for female students. The experimental method was used, and the study sample consisted of (14) first-stage female students at the College of Physical Education / University of Misan. The researcher used a motor-response test and tests of some goalkeeping skills in futsal, and the SPSS statistical program was used to obtain the research results. The researcher concluded that the back-to-back strategy was effective in the students' perception of goalkeeping skills in futsal and in improving cognitive, emotional, and reflective aspects, and recommended applying the back-to-back strategy to develop and improve the cognitive aspects related to the skill and the emotional aspects related to how the material is conveyed to the learner during the teaching process.