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All Journal Physical Activity Journal (PAJU) Indonesian Journal of Sport Management
Najm, Muhammad Suhail
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Using the Four Pillars Strategy in Playing Small Games with Varied Content and its Impact on the Aspects of Attention and Kinesthetic Intelligence for Fifth-Grade Primary School Students) Najm, Muhammad Suhail; Mahdi, Muhammad Ghanem Ahmed
Indonesian Journal of Sport Management Vol. 4 No. 3 (2024): Indonesian Journal of Sport Management
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/ijsm.v4i3.10644

Abstract

The ideal method for teaching physical education subjects is not limited to the routine method. However, some new comprehensive methods and techniques work to develop all elements of the educational institution and all aspects related to the educational process. The research aims to design a program that includes small games with various content according to the four corners strategy. Also, to reveal the effect of the educational pillars strategy in developing aspects of attention and kinesthetic intelligence among fifth-grade primary school students. For this purpose, the researchers used the experimental method to suit this research. The research population was represented by fifth-grade primary school students aged (10-12) years at Aladnaniea Primary School for Boys in Mosul in the first semester of 2022/2023. The researchers adopted the experimental and control groups' design as an experimental design with a post-test. This includes an experimental group and a control group. The research instrument consisted of tests of attention and its aspects (concentration, distribution, and shifting), and a scale of kinesthetic intelligence. The results showed that the members of the experimental group who taught according to the educational pillars strategy outperformed those of the control group, who taught according to the traditional small-game method in the tachistoscope test and the kinesthetic intelligence scale. The researchers recommended considering the gradation in the content of small games from easy to difficult and from simple to complex. Also, conducting studies similar to the current study in developing some other mental abilities.
Impact of the SWOT Strategy and Mind Maps on Teaching Chess in Developing Certain Mental Abilities and Reflective Thinking in Females Aged 14–16 Years Najm, Muhammad Suhail
Physical Activity Journal (PAJU) Vol 7 No 1 (2025): Physical Activity Journal (PAJU)
Publisher : Department of Physical Education, Faculty of Health Sciences, Universitas Jenderal Soedirman

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20884/1.paju.2025.7.1.14783

Abstract

The study aims to develop two educational programs based on the SWOT matrix and mind mapping to teach chess tactics and examine these programs' impact on enhancing specific mental abilities and reflective thinking. Due to the experimental approach being appropriate for the study's nature, the researcher used it. Academically talented first-year intermediate female students from five different schools in Mosul made up the research population. The total number of students was 560. Al-Mosul High School was randomly selected to conduct the main experiment. The school included 130 students distributed across three classes: Class (A) with 40 students, Class (B) with 45 students, and Class (C) with 45 students. Class (C) was designated the first group (experimental) through a lottery system, taught using the SWOT matrix. Class (B) was defined as the second experimental group taught using the mind mapping strategy. Class (A) served as the control group, which was taught using the traditional method. Meanwhile, Al-Hadbaa Secondary School was used to conduct the pilot experiments. The researcher adopted an equivalent group design. The instructional lessons for the three research groups lasted for (20) instructional units, with two units per week, over a duration of (10) weeks. The statistical analysis was conducted using the various methods. According to the findings, students in the first experimental group—who were instructed using the SWOT matrix—performed better than those in the second experimental group and the control group in every area of attention and associated times. Additionally, the students in the second group (experimental), who were taught using mind mapping, outperformed the students in the first experimental group and the control group in all reflective thinking skills
Co-Authors Mahdi, Muhammad Ghanem Ahmed