<![CDATA[General Background: Basketball requires fundamental technical skills that support ball movement, possession, attack organization, and scoring opportunities. Specific Background: Passing and dribbling are important basketball skills, yet traditional instruction may provide limited opportunities for repeated observation, practice, and self-correction. Knowledge Gap: Scientific investigation is needed to determine how blended learning compares with traditional instruction in developing these fundamental skills among female middle-school students. Aims: This study examines a blended learning program for developing basketball passing and dribbling skills among female middle-school students in Najaf Governorate. Results: An experimental design with two equivalent groups and pre- and post-tests was applied to 40 female students aged 14–16 years, with 20 students assigned to each group. The experimental group received face-to-face instruction combined with digital educational resources, while the control group followed traditional instruction. Passing scores in the experimental group increased from 12.45 to 17.85, with t = 8.74 and p < 0.001, representing 43.37% improvement. Dribbling scores increased from 18.74 to 25.63, with t = 9.62 and p < 0.001, representing 36.77% improvement. Post-test comparisons favored the experimental group, with Cohen’s d values of 2.13 for passing and 1.83 for dribbling. Novelty: The study combines face-to-face basketball instruction with videos, images, presentations, demonstrations, and online learning activities. Implications: The findings support the use of blended learning resources within basketball instruction for repeated observation, practical application, feedback, and skill review. Highlights: Passing scores increased by 43.37% in the experimental group. Dribbling scores increased by 36.77% after the program. Cohen’s d reached 2.13 and 1.83 for the two skills. Keywords: Blended, Learning, Dribbling, Skills.]]>
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