Effect of employing the knowledge economy using the problem-solving strategy on the learning of basic tennis skills
Abstract
Purpose: Identify the extent to which the knowledge economy is employed by using the problem-solving strategy in learning some basic tennis skills. Methods: The participants were 28 third-year female students from the College of Physical Education and Sports Sciences of the University of Kirkuk. They were randomly divided into two groups with the same number of participants. The experimental group used the problem-solving method by employing the knowledge economy, and the control group received oral explanations and guidance from the teacher. The program lasted for eight weeks, with one educational unit per week, each lasting 90 minutes. Results: The educational programs had a significant main effect on tennis skills performance (p < 0.05), with a large effect size, as the percentage of improvement ranged from 52.49–58.78% for problem-solving method employing the knowledge economy and from 27.94–39.44% for the teacher guidance method. Conclusion: The positive effect of employing the knowledge economy through the problem-solving strategy on skill performance in tennis was stronger than that of a normal training program.
Downloads
References
Abdul Kareem, E., Aljawadi, A. K., & Al-Sumayday, L. (2006). Designing Tests for Measurement of the Basic Skills of Tennis. Al-Rafiydian Journal for Sports Sciences, 40(12), 124-139.
Batterham, A. M., & Hopkins, W. G. (2006). Making Meaningful Inferences About Magnitudes. International Journal of Sports Physiology and Performance, 1(1), 50–57. https://doi.org/10.1123/ijspp.1.1.50
Broström, A., Buenstorf, G., & McKelvey, M. (2021). The knowledge economy, innovation and the new challenges to universities: introduction to the special issue. Innovation, 23(2), 145–162. https://doi.org/10.1080/14479338.2020.1825090
Cohen, J. (2013). Statistical power analysis for the behavioral sciences (2nd ed.). Routledge.
David, P. A., & Foray, D. (2002). An introduction to the economy of the knowledge society. International Social Science Journal, 54(171), 9–23. https://doi.org/10.1111/1468-2451.00355
Duval, R. (2006). A Cognitive Analysis of Problems of Comprehension in a Learning of Mathematics. Educational Studies in Mathematics, 61(1–2), 103–131. https://doi.org/10.1007/s10649-006-0400-z
Hakim, A. (2015). Contribution of Competence Teacher (Pedagogical, Personality, Professional Competence and Social) on the Performance of Learning. The International Journal of Engineering and Science, 4(2), 1–12.
Häkkinen, P., Järvelä, S., Mäkitalo-Siegl, K., Ahonen, A., Näykki, P., & Valtonen, T. (2017). Preparing teacher-students for twenty-first-century learning practices (PREP 21): a framework for enhancing collaborative problem-solving and strategic learning skills. Teachers and Teaching, 23(1), 25–41. https://doi.org/10.1080/13540602.2016.1203772
Huzii, N., Yekimov, S., Kushniruk, S., Yashanov, S., Kholodenko, O., Zvarych, H., & Vasylyshyn, V. (2021). Using a problem-based approach to improve the professional readiness of students of physical and mathematical specialties. Journal of Physics: Conference Series, 1889(2), 022011. https://doi.org/10.1088/1742-6596/1889/2/022011
Hwang, G. J., & Chen, P. Y. (2019). Effects of a collective problem-solving promotion-based flipped classroom on students’ learning performances and interactive patterns. Interactive Learning Environments, 1–16. https://doi.org/10.1080/10494820.2019.1568263
Jacobson, J., & Matthaeus, L. (2014). Athletics and executive functioning: How athletic participation and sport type correlate with cognitive performance. Psychology of Sport and Exercise, 15(5), 521–527. https://doi.org/10.1016/j.psychsport.2014.05.005
Klegeris, A., Dubois, P. J., Code, W. J., & Bradshaw, H. D. (2019). Non-linear improvement in generic problem-solving skills of university students: a longitudinal study. Higher Education Research & Development, 38(7), 1432–1444. https://doi.org/10.1080/07294360.2019.1659758
Kruse-Weber, S., & Parncutt, R. (2014). Error management for musicians: an interdisciplinary conceptual framework. Frontiers in Psychology, 5. https://doi.org/10.3389/fpsyg.2014.00777
Lakens, D. (2013). Calculating and reporting effect sizes to facilitate cumulative science: a practical primer for t-tests and ANOVAs. Frontiers in Psychology, 4. https://doi.org/10.3389/fpsyg.2013.00863
Manzano Sánchez, D., & Jiménez-Parra, J. F. (2022). Interpersonal teaching style. A profile analysis according to the differences in motivation, basic psychological needs, school climate and teaching with satisfaction. SPORT TK-Revista EuroAmericana de Ciencias Del Deporte, 11, 18. https://doi.org/10.6018/sportk.469701
Mitchell, D. (2014). What Really Works in Special and Inclusive Education. Routledge. https://doi.org/10.4324/9780203105313
Piercy, K. L., Troiano, R. P., Ballard, R. M., Carlson, S. A., Fulton, J. E., Galuska, D. A., George, S. M., & Olson, R. D. (2018). The Physical Activity Guidelines for Americans. JAMA, 320(19), 2020. https://doi.org/10.1001/jama.2018.14854
Price, A., Collins, D., & Stoszkowski, J. (2021). How do high-level youth soccer players approach and solve game problems? The role of strategic understanding. Physical Education and Sport Pedagogy, 1–15. https://doi.org/10.1080/17408989.2021.1967307
Raes, A., Schellens, T., De Wever, B., & Benoit, D. F. (2016). Promoting metacognitive regulation through collaborative problem solving on the web: When scripting does not work. Computers in Human Behavior, 58, 325–342. https://doi.org/10.1016/j.chb.2015.12.064
Ramadan, R., Geyer, H., Jeka, J., Schöner, G., & Reimann, H. (2022). A neuromuscular model of human locomotion combines spinal reflex circuits with voluntary movements. Scientific Reports, 12(1), 8189. https://doi.org/10.1038/s41598-022-11102-1
Ramezani, F., Saemi, E., & Doustan, M. (2022). Children’s Motor Learning and Working Memory: The Role of Visual and Verbal Analogy Learning. Polish Journal of Sport and Tourism, 29(2), 3–10. https://doi.org/10.2478/pjst-2022-0008
Wiseman, A. W., Alromi, N. H., & Alshumrani, S. (2014). Challenges to creating an Arabian Gulf knowledge economy. In Education for a knowledge society in Arabian Gulf countries (Vol. 24, pp. 1-33). Emerald Group Publishing Limited. https://doi.org/10.1108/S1479-367920140000024002
The works and papers that are published in this Journal are subject to the following terms:
1. The Publication Service of the University of Murcia (the publisher) has the Publication Rights (Copyright) to the published papers and works, and favors and permits the reusing of the same under the license indicated in point 2.
© Servicio de Publicaciones, Universidad de Murcia, 2013
2. The papers and works are to be published in the digital edition of the Journal under the license Creative Commons Reconocimiento-No Comercial-Sin Obra Derivada 3.0 España (legal text). The copying, using, spreading, transmitting and publicly displaying of the papers, works or publication are permitted as long as: i) the authors and original sources (Journal, publisher and URL of the publication) are quoted; ii) it is not used for commercial benefit; iii) the existence and specifications of this users license are mentioned.
3. Conditions of Self-Archiving. It is permitted and encouraged that the authors spread electronically the pre-print (before printing) and/or post-print (the revised, evaluated and accepted) versions of their papers or works before their publication since this favors their circulation and early diffusion and therefore can help increase their citation and quotation, and also there reach through the academic community.
The works and papers that are published in this Journal are subject to the following terms:
1. The Publication Service of the University of Murcia (the publisher) has the Publication Rights (Copyright) to the published papers and works, and favors and permits the reusing of the same under the license indicated in point 2.
© Servicio de Publicaciones, Universidad de Murcia, 2013
2. The papers and works are to be published in the digital edition of the Journal under the license Creative Commons Reconocimiento-No Comercial-Sin Obra Derivada 3.0 España (legal text). The copying, using, spreading, transmitting and publicly displaying of the papers, works or publication are permitted as long as: i) the authors and original sources (Journal, publisher and URL of the publication) are quoted; ii) it is not used for commercial benefit; iii) the existence and specifications of this users license are mentioned.
3. Conditions of Self-Archiving. It is permitted and encouraged that the authors spread electronically the pre-print (before printing) and/or post-print (the revised, evaluated and accepted) versions of their papers or works before their publication since this favors their circulation and early diffusion and therefore can help increase their citation and quotation, and also there reach through the academic community.
