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GUIDENA The Effect of Using Closure Skill on Acquiring Some Vocabulary of Teaching Methods Course for Fourth Year Students of the Institute of Sport Education Ae Zakho Ayad Tariq Ismael 1* .
Taha Ramadhan Taha1.
Adris Husain Saleeh1 .
University of Zakho.
Iraq Abstract This study aimed to assess the ef f ect of closure skills on vocabulary acquisition in teaching methods courses f or f ourth-year sport education students at the Institute of Sport Education in Zakho.
The research addressed the gap in literature regarding the impact of closure techniques on specialized vocabulary learning in sport education teacher preparation.
An experimental design was employed with 44 students divided into two experimental groups .
eacher-led and student-led closur.
and one control group.
The educational program consisted of 12 instructional units f ocusing on command, basic positions, and derived positions in sport Data were collected through achievement tests and analyzed using ANOVA and t tests.
Findings revealed that both teacher-led (M=6.
SD=0.
and student-led (M=6.
SD=0.
closure skills signif icantly enhanced vocabulary acquisition compared to traditional methods (M=5.
SD=0.
F=2.
944, p<0.
, with no statistically signif icant dif f erence between the two experimental approaches .
=0.
593, p>0.
The study demonstrated the ef f ectiveness of closure skills in bridging the gap between content knowledge and ef f ective teaching in sport education.
These results align with broader educational research on the importance of structured ref lection in learning.
The comparable ef f icacy of teacher-led and student-led closure activities suggests f lexibility in implementation for Future research should explore long -term retention, technology integration in closure activities, and application across diverse sport education contexts.
This study contributes to the ref inement of sport education teacher preparation programs and of fers insights f or enhancing pedagogical practices in the f ield of physical education.
Keywords: Closure Skills.
Sport Education.
Teacher Preparation.
Teaching.
Zakho Article Info Artikel History: Submitted: 2024-10-08 | Published: 2024-10-26 DOI: http://dx.
org/10.
24127/gdn.
Vol 14.
No 3 .
Page: 685 - 699 (*) Corresponding Author:
ismael@uoz.
Ayad Tariq Ismael.
Page | 685 University of Zakho.
Iraq.
Email:
GUIDENA: Jurnal Ilmu Pendidikan.
Psikologi.
Bimbingan dan Konseling ISSN: 2088-9623 (Prin.
- ISSN: 2442-7802 (Onlin.
GUIDENA This is an open -access article distributed under the terms of the Creative Commons Attribution 4.
0 International License, which permits unrestricted use, distribution, and reproduction in any medium provided the original work is properly cited.
INTRODUCTION
The ef f ectiveness of teaching methods in sport education has been a subject of ongoing research and debate in recent years.
Among the various strategies employed to enhanc e student learning, the closure skill has emerged as a potentially valuable tool, particularly in the context of teaching methods courses for future sport education instructors.
Closure, def ined as the activities or statements made by the teacher to conclude a lesson appropriately, serves to help students organize and crystallize the inf ormation presented during the class (Metzler.
Recent studies have highlighted the importance of closure in consolidating learning and improving retention.
For instance, a study by Rink .
emphasized the signif icance of lesson closure in sport education, noting that it provides an opportunity f or teachers to reinf orce key concepts and skills taught during the lesson.
This aligns with broader educational research, such as that conducted by Hattie and Donoghue .
, which f ound that strategies that help students consolidate their learning, like those used in ef f ective lesson closures, have a positive impact on student achievement.
Despite the growing body of research on teaching ef f ectiveness in sport education, there remains a notable gap in understanding how specif ic pedagogical techniques, particularly closure skills, impact vocabulary acquisition in specialized physical education contexts.
While studies have documented the general benef its of structured learning activities in physical education (Marzano, 2.
, and others have explored various teaching strategies in sport education (Casey & MacPhail, 2.
, the specif ic role of closure techniques in developing specialized teaching vocabulary remains understudied.
Furthermore, the comparative ef f ectiveness of dif f erent closure approaches .
eacher-led versus student-le.
in sport education teacher preparation has not been adequately examined, especially within diverse cultural contexts (Choi et al.
, 2.
This study aims to address these gaps by investigating the impact of closure skills on vocab ulary acquisition among f ourth-year sport education students, contributing to the ongoing development of ef f ective pedagogical practices in physical education teacher preparation programs.
In the specif ic context of sport education, closure skills may be p articularly relevant due to the practical nature of the subject and the need f or students to internalize both theoretical knowledge and physical skills.
As noted by Casey and MacPhail .
, ef f ective teaching in sport education requires a complex set of pedagogical skills, including the ability to structure lessons in a way that maximizes student learning and retention.
The application of closure skills in teaching methods courses f or sport education students thus presents a unique opportunity to enhance the pedagogical abilities of future educators.
However, there is a notable gap in the literature regarding the specif ic impact of closure skills on the acquisition of teaching methods vocabulary and concepts in sport education While research has been conducted on various aspects of sport education teacher education (SETE), such as the work by Richards et al.
on the socialization of SETE Page | 686 GUIDENA: Jurnal Ilmu Pendidikan.
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GUIDENA students, less attention has been paid to the specif ic instructional strategies used within SETE programs and their ef f ectiveness.
This study aims to address this gap by examining the ef f ect of using closure skills on the acquisition of teaching methods vocabulary among f ourth-year students at the Institute of Sport Education in Zakho.
By f ocusing on this specif ic context, the research contributes to the broader understanding of ef f ective pedagogical practices in sport education teacher preparation programs.
The f indings of this study may have implications f or curriculum design and instructional practices in similar institutions, potentially leading to more ef f ective preparation of f uture sport education teachers.
Furthermore, this research aligns with recent calls f or innovation in sport education teacher As Ny Chryinyn et al.
argue, there is a need f or SETE programs to evolve to meet the changing demands of the f ield and to better prepare teachers f or the complexities of modern sport education instruction.
By examining the ef f ectiveness of specif ic teaching strategies like closure skills, this study contributes to the ongoing ef f ort to improve and ref ine SETE programs.
To assess the ef f ect of using closure skills in practical lessons on the acquisition of specific vocabulary in teaching methods f or f ourth-year students .
ocusing on command, basic positions, and derived positions in physical exercise.
To compare the ef f ectiveness of teacher-led .
closure skills versus student-led .
closure skills in the acquisition of specif ic vocabulary in teaching methods f or f ourth-year students .
ocusing on command, basic positions, and derived positions in physical exercise.
There will be statistically signif icant differences in the f inal test results between the f irst and second experimental groups and the control group, f avoring both experimental groups.
Students in the f irst experimental group .
nstructional closur.
will outperf orm students in the second experimental group .
ognitive closur.
in the f inal test.
Research Scope: Human Domain, f ourth-year students at the Institute of Sport Education Ae Zakho.
Spatial Domain, the indoor sports hall in Zakho city.
Temporal Domain, f rom October 1, 2023, to April 4, 2024.
The concept of closure skills in education has been a subject of interest f or researchers and practitioners alike, with its roots tracing back to cognitive psychology and learning theory.
Closure, in the educational context, ref ers to the activities or statements made by teachers at the end of a lesson to help students organize, summarize, and internalize the inf ormation presented (Gagne et al.
, 2.
This pedagogical technique has been recognized as an essential component of ef f ective teaching practices across various disciplines, includ ing sport The importance of closure in the learning process is underscored by several inf luential educational theories.
Marzano .
emphasizes that closure activities serve as a critical link between what has been learned and what will be learned in f uture lessons.
This perspective aligns with the constructivist approach to learning, which posits that new knowledge is built upon existing cognitive structures (Vygotsky, 1.
In the context of sport education, where learning of ten involves both cognitive and psychomotor components, the role of closure becomes even more signif icant.
Research by Siedentop and Tannehill .
highlights the multif aceted nature of closure in sport education.
They argue that ef f ective closure in sport education les sons should address not only cognitive aspects but also psychomotor skills and af f ective outcomes.
This holistic Page | 687 GUIDENA: Jurnal Ilmu Pendidikan.
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GUIDENA approach to closure aligns with the comprehensive goals of physical education as outlined by SHAPE America .
, which encompass physical, co gnitive, and af f ective domains.
The implementation of closure skills in sport education has been shown to have positive ef fects on student learning outcomes.
A study by Rink .
demonstrated that well-structured lesson closures in sport education can enhance student retention of both theoretical knowledge and practical skills.
This f inding is particularly relevant in the context of teaching methods courses f or f uture sport education instructors, where students must internalize both pedagogical concepts and physical skills.
The importance of closure skills extends beyond individual lessons to the broader context of curriculum design in sport education.
Ennis .
argues that ef f ective curriculum planning in sport education should include consideration o f how concepts and skills are reinf orced and connected across multiple lessons and units.
This perspective aligns with the idea of closure as a continuous process rather than a single event at the end of each lesson.
In the specif ic context of teaching methods courses f or sport education students, the acquisition of closure skills becomes doubly important.
These f uture educators must not only understand the concept of closure f or their own learning but also develop the ability to implement ef f ective closure activities in their f uture teaching practice.
Research by Darling -Hammond et al.
on teacher preparation emphasizes the importance of providing pre-service teachers with opportunities to practice and ref ine their teaching skills, including closure t echniques, in authentic contexts.
The potential impact of closure skills on vocabulary acquisition in teaching methods courses is an area that warrants f urther investigation.
While research has been conducted on vocabulary acquisition in various educational contexts (Nagy & Townsend, 2012.
Ali, 2.
, less attention has been paid to this aspect in sport education teacher education programs.
However, the principles of ef f ective vocabulary instruction identif ied in general education research, such as the importance of multiple exposures and meaningf ul use of new terms (Beck et al.
, 2.
, could potentially be applied through well-designed closure activities in teaching methods courses.
The use of closure skills in sport education aligns with contemporary appro aches to pedagogy that emphasize student-centered learning and metacognition.
For instance, the models-based practice approach to sport education, as described by Casey and MacPhail .
, emphasizes the importance of students ref lecting on their learning experiences.
Closure activities can provide structured opportunities f or such ref lection, enhancing students' awareness of their own learning processes and progress.
In considering the potential benef its of closure skills in sport education teaching methods courses, it is important to also acknowledge potential challenges in their implementation.
Time constraints in sport education classes can sometimes lead to the neg lect of closure activities, as noted by McKenzie and Lounsbery .
in their discussion of issues in sport education teacher education.
Overcoming this challenge may require a shif t in how lesson time is allocated and a recognition of the critical role that closure plays in the learning process.
The integration of technology in sport education presents both opportunities and challenges f or the implementation of closure skills.
Digital tools and platforms can provide new ways to conduct closure activities, such as through interactive quizzes or video ref lections (Krause & Lynch, 2.
However, the use of technology must be balanced with the practical, movement-based nature of sport education.
Future research could explore how closure Page | 688 GUIDENA: Jurnal Ilmu Pendidikan.
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GUIDENA activities in sport education can ef f ectively incorporate technology while maintaining a f ocus on physical activity and skill development.
As sport education continues to evolve in response to changing societal needs and educational paradigms, the role of closure skills in teacher preparation programs may need to be reevaluated.
The growing emphasis on physical literacy (Whitehead, 2.
and the need to prepare students f or lif elong physical activity engagement (Green, 2.
may require new approaches to lesson closure that emp hasize connections between classroom learning and real-world application.
The ef f ectiveness of closure skills in sport education may also be inf luenced by cultural and contextual f actors.
A study by Choi et al.
on sport education practices in South Korea highlighted the importance of considering cultural norms and expectations when implementing pedagogical strategies such as closure activities.
This underscores the need for research on closure skills in diverse cultural contexts to ensure their ef f ec tiveness across dif f erent educational settings.
The role of assessment in closure activities is another area of interest in sport education research.
Lypez-Pastor et al.
argue f or the integration of f ormative assessment practices in sport education, which could potentially be f acilitated through welldesigned closure activities.
This approach aligns with the broader trend towards assessment f or learning in education, as described by Black and Wiliam .
The potential of closure skills to enhance inclusive practices in sport education is an emerging area of research.
Haegele and Sutherland .
discuss the importance of creating inclusive sport education environments f or students with disabilities.
Closure activities could potentially play a role in ensuring that all students, regardless of ability level, have opportunities to ref lect on and consolidate their learning.
The development of prof essional identity among pre-service sport education teachers is another area where closure skills may have an impact.
Fletcher and Kosnik .
argue that teacher education programs should provide opportunities f or pre-service teachers to develop a strong prof essional identity.
The practice of implementing ef f ective closure activities could potentially contribute to this process by helping pre-service teachers develop conf idence in their pedagogical skills.
The potential of closure skills to enhance student motivation in sport education is an area that warrants f urther investigation.
According to self -determination theory (Ryan & Deci, 2.
, supporting students' needs f or autonomy, competence, and relatedness can enhance intrinsic motivation.
Well-designed closure activities could potentially address these needs by providing opportunities f or student choice, skill mastery, and peer interaction.
The role of closure skills in promoting transf er of learning in sport education is another important consideration.
Iserbyt et al.
discuss the importance of f acilitating transf er between dif f erent physical activities and between sport education and real-world contexts.
Closure activities could potentially play a role in helping students make these connections and apply their learning in diverse settings.
The potential of closure skills to address issues of equity and social justice in sport education is an emerging area of research.
Fitzpatrick .
argues f or the importance of critical pedagogy in sport education to address issues of power and privilege.
Closure activities could potentially provide opportunities f or students to ref lect on and discuss these issues, contributing to a more inclusive and equitable sport education environment.
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GUIDENA In conclusion, the study of closure skills in the context of sport education teaching methods courses represents an important area of inquiry at the intersection of pedagogy, teacher education, and sport education.
While existing research highlights the potential benef its of ef fective closure activities, there remain many unanswered questions and areas for f urther investigation.
By examining how closure skills can enhance the acquisition of teaching methods vocabulary and concepts, researchers can contribute to the ongoing ref inement of sport education teacher preparation programs.
This line of research has the potential to improve the ef f ectiveness of future sport education teachers, ultimately benef iting the students they will teach and contributing to the broader goals of physical education in promoting lifelong physical activity and well-being.
METHOD
Research Methodology Research Approach: The researchers employed the experimental method due to its suitability f or the nature of the research problem.
The experimental method is considered one of the best research approaches f or solving problems scientif ically.
Research Population and Sample: The research population and sample consisted of f ourth-year students at the Institute of Sport Education - Zakho f or the academic year 20232024.
The total number of participants was 44 students .
oth male and f emal.
, distributed among two experimental groups and one control group, as shown in Table .
Table 1.
Research Sample Group Experimental .
Experimental .
Control Total Total Number Procedures for Equalizing the Research Groups Ary et al.
emphasize the importance of f orming equivalent groups in experimental research, particularly f or variables that are relevant to the study (Ary et al.
, 2018, p.
The equalization between the research groups was conducted to control the f ollowing variables .
ge, height, and weigh.
, as shown in Table 2.
Table 2.
Statistical Parameters of the Three Research Groups f or Equalization Variables Group Experimental .
Experimental .
Control Variables Age .
AX A SD 61 A 5.
152 A 5.
76 A 5.
Height .
AX A SD 076 A 4.
15 A 5.
23 A 4.
Weight .
AX A SD 076 A 5.
923 A 5.
79 A 4.
To verif y the equalization of the three research groups in the above variables, an analysis of variance (ANOVA) was conducted, as shown in Table 3.
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GUIDENA Table 3.
Analysis of Variance f or the Three Research Groups in the Variables (Age - Height Weigh.
Variables Age .
Height .
Weight .
Source of Variation Between Groups Within Groups Between Groups Within Groups Between Groups Within Groups Sum of Squares Degrees of Freedom Mean Square Calculated F-Value The Analysis of Variance (ANOVA) was conducted to assess the equivalence of the three research groups in terms of age, height, and weight.
Table 3 shows that the critical F value at a signif icance level of 0.
05 and degrees of f reedom .
, .
If t he calculated F-value is smaller than the critical value, it indicates that there are no statistically signif icant dif f erences between the groups in these variables.
For the age variable, the calculated F -value 629, which is less than the critical F-value, meaning there are no signif icant dif ferences between the groups in this variable.
For the height variable, the calculated F-value was 2.
also smaller than the critical value, indicating no signif icant dif f erences in height between the Lastly, f or the weight variable, the calculated F-value was 0.
1177, f ar below the critical value, conf irming that the groups are equivalent in weight.
Based on these results, it can be concluded that the three groups are statistically equivalent regarding the variables of age, height, and weight, meaning that these variables will not inf luence the research outcomes.
Experimental Design The experimental design used is known as the "equivalent groups with posttest observation," which is considered one of the best experimental designs.
This design involves applying the independent variable to the f irst experimental group, which is the teaching closure skill, and applying the second independent variable, which is the cognitive closure skill, to the second experimental group.
Meanwhile, the control group remains in its natural conditions without any A posttest is then conducted f or all groups to evaluate the outcomes.
The design can be represented as f ollows:
First Experimental Group: Independent variable (Teaching Closure Skil.
Ie Posttest Second Experimental Group: Independent variable (Cognitive Closure Skil.
Ie Posttest Control Group: No independent variable Ie Posttest The results of the posttests f or the three groups are then compared to calculate the dif ferences.
Identification of Variables The research variables were identif ied as f ollows:
First experimental variable (Teaching closure skil.
: Applied by the teacher.
Second experimental variable (Cognitive closure skil.
: Applied by the student.
Dependent variable: Learning or acquisition.
Extraneous variables: These are non-experimental variables that could af f ect the integrity of the experiment.
They were controlled by implementing internal and external saf ety procedures in the experimental design.
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GUIDENA Educational Program The educational program included 12 instructional units, divided between the two experimental Each group received 6 instructional units, with each unit lasting 40 minutes, and one unit was conducted weekly.
The top ics were distributed as f ollows:
2 units on "Instructional cues.
2 units on "Basic postures.
2 units on "Derived postures in physical exercises," based on the curriculum prepared by the Implementation of the Experiment Af ter the researchers completed the preparations f or the experiment, including group assignments and ensuring equivalence between them, and def ining the scientif ic material, the experiment began on .
The researchers taught the three research groups as f ollows:
First Experimental Group: This group was taught using the teaching closure skill.
The teacher f ollowed the predetermined lesson plan, and at the end of the session, the teaching closure skill was applied f or 10 minutes.
During this time, the teacher summarized and presented the key parts of the lesson that were taught and applied, reminding students of the most important elements of the lesson topic.
Second Experimental Group: This group was taught using the cognitive closure skill.
A 10minute period was set at the end of the lesson f or this skill.
Af ter the teacher f inished explaining the key lesson components, the students, with the teacher's assistance, reviewed the most important aspects of the lesson, identif ying and summarizing the critical parts of the educational Control Group: This group was taught according to the traditional lesson plan, without any f orm of closure skill .
eaching or cognitiv.
, and with the same instructional time.
Achievement Tests The practical achievement tests f or the designated academic material were conducted f or the three groups on Sunday and Monday.
March 24Ae25, 2024.
The test was scored out of 10 points, with students choosing two questions f rom a set of questions and answering them through practical application in f ront of the class.
RESULT AND DISCUSSION
This section presents the results of the study.
To verif y the f irst research hypothesis, which states, "There are statistically signif icant dif ferences between the f inal test results of students in the f irst and second experimental groups compared to the control group, in f avor of students in the f irst and second experimental groups," the researcher tested the dif f erences between the mean scores of the students in the f inal test using one-way ANOVA.
The results are presented in Tables 4 and 5.
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GUIDENA Table 4.
Statistical Parameters of the Three Research Groups in the Final Test Group First Experimental Group Second Experimental Group Control Group Mean (AX) Standard Deviation (A SD) The results in Table 4 show that the f irst experimental group achieved a mean score 851 with a standard deviation of 0.
4257, indicating strong perf ormance with low variability.
The second experimental group f o llowed closely with a mean score of 6.
531 and a standard deviation of 0.
3891, also ref lecting high perf ormance with slightly less variability.
In contrast, the control group had a lower mean score of 5.
425 and a standard deviation of 0.
indicating a lower overall perf ormance.
These results suggest that both experimental groups outperf ormed the control group, with the f irst experimental group showing the highest level of achievement, likely due to the application of teaching and cognitive closure skills .
Table 5.
Analysis of Variance f or the Three Research Groups in the Final Test Source of Variation Between Groups Within Groups Total Degrees of Freedom Sum of Squares Mean Square Calculated F-Value The results in Table 5 show the analysis of variance (ANOVA) f or the three research groups in the f inal test.
The F-value f or the between-group comparison is 2.
944, which is greater than the critical F-value of 2.
838 at a 0.
05 error level with degrees of f reedom .
, .
This indicates that there are statistically signif icant dif f erences between the groups.
Specif ically, the f irst and second experimental groups perf ormed better than the control group in the f inal test, conf irming the f irst research hypothes is.
The sum of squares f or between groups is 3.
229, and the mean square f or between groups is 1.
076, f urther demonstrating that the independent variables .
eaching and cognitive closure skill.
had a signif icant impact on student perf ormance.
The within-group variation is 22.
083, with a mean square of 0.
showing that the individual dif f erences within the groups were consistent but not as inf luential as the experimental conditions.
Table 6.
Statistical Parameters of the First and Second Experimental Groups in the Final Test Group First Experimental Group Second Experimental Group Mean (AX) Standard Deviation (A SD) Calculated T-Value The data in Table 6 compares the perf ormance of the f irst and second experimental groups in the f inal test.
The f irst experimental group achieved a mean score of 6.
851 with a standard deviation of 0.
4257, while the second experimental group had a slightly lower mean score of 6.
531 with a standard deviation of 0.
The calculated T-value is 0.
593, which is smaller than the critical T-value of 2.
06 at 29 degrees of f reedom and a 0.
05 error level.
This indicates that the dif ference between the two experimental groups is not s tatistically signif icant.
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GUIDENA meaning that the f irst experimental group did not signif icantly outperf orm the second experimental group.
As a result, the second research hypothesis, which suggested that the f irst experimental group .
eaching closur.
would outp erf orm the second experimental group .
ognitive closur.
, is not supported by the data.
Table 7.
Ef f ect Sizes (Cohen's .
Between Research Groups Comparison Groups Cohen's d Effect Size Interpretation First Experimental vs Control Large Effect Second Experimental vs Control Large Effect First Experimental vs Second Experimental Small Effect Note: Cohen's d interpretation guidelines: small effect .
= 0.
, medium effect .
= 0.
, large effect .
= .
(Cohen, 2.
Table 7 presents the calculated ef f ect sizes (Cohen's .
f or the comparisons between research groups.
As shown in Table 7, substantial ef f ect sizes were f ound between both experimental groups and the control group.
The f irst experimental group .
eacher-led closur.
showed a large ef f ect size when compared to the control group .
= 0.
, indicating a strong practical signif icance.
Similarly, the second experimental group .
tudent -led closur.
demonstrated a large ef f ect size when compared to the control group .
= 0.
, also suggesting considerable practical importance.
In contrast, the ef f ect size between the two experimental groups was small .
= 0.
, supporting the earlier f inding of non-signif icant dif f erences between these two approaches and suggesting that both methods were similarly ef f ective in enhancing vocabulary acquisition.
The results of this study provide valuable insights into the ef f ectiveness of closure skills in physical education teaching methods courses, particularly in the context of vocabulary The f indings demonstrate that both teacher-led .
and student-led .
closure techniques can signif icantly enhance student perf ormance compared to traditional teaching methods without structured closure activities.
One of the most striking aspects of these results is the comparable ef f ectiveness of both types of closure skills.
While the f irst experimental group .
eacher-led closur.
showed slightly higher mean scores .
compared to the second exp erimental group .
tudent-led closure, 6.
, the dif f erence was not statistically signif icant.
This f inding aligns with research by Derri et al.
, who f ound that various types of f eedback mechanisms in physical education can be equally ef f ective when properly implemented.
Their study on dif f erent f eedback approaches in elementary physical education showed that both teacher-initiated and peer-initiated f eedback could lead to signif icant improvements in motor skill acquisition.
The ef f ectiveness of closure skills in enhancing vocabulary acquisition in this study corroborates the f indings of Chung and Nation .
, who emphasized the importance of explicit vocabulary instruction in specialized f ields.
Although their research f ocused on English f or Specif ic Purposes (ESP) rather than physical education, the principle of targeted vocabulary instruction appears to be applicable across disciplines.
The current study extends this concept to the realm of physical education, suggesting that closure activities c an serve as an ef f ective means of reinf orcing specialized vocabulary.
Interestingly, the positive impact of closure skills on student perf ormance in this study contrasts somewhat with the f indings of Ward .
, who f ound that content knowledge alone Page | 694 GUIDENA: Jurnal Ilmu Pendidikan.
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GUIDENA was not a strong predictor of teaching ef f ectiveness in physical education.
The current study suggests that pedagogical strategies like closure skills may play a crucial role in bridging the gap between content knowledge and ef f ective teaching.
This discrepanc y highlights the complex nature of teaching ef f ectiveness and underscores the need f or a multif aceted approach to teacher preparation.
When considering these f indings, it is essential to acknowledge the specif ic cultural and contextual f actors of Zakho.
Iraq, that may have inf luenced the ef f ectiveness of the pedagogical strategies employed.
The educational context at the Institute of Sport Education in Zakho traditionally emphasizes structured teaching approaches, which might explain the slightly higher perf ormance of the teacher-led closure group (M=6.
compared to the student-led group (M=6.
, although this dif ference was not statistically signif icant.
The successf ul implementation of both closure techniques suggests that the institution's educational environment has been conducive to incorporating innovative teaching methods while respecting established educational practices.
This balance between traditional and modern pedagogical approaches may have contributed to the positive outcomes observed in both experimental groups, indicating that closure skills can be ef f ectively adapted to local educational contexts while maintaining their pedagogical value.
The signif icant improvement in student perf ormance f or both experimental groups compared to the control group aligns with the broader literature on the importance of structured ref lection in learning.
For instance, a meta-analysis by Hattie and Donoghue .
f ound that strategies promoting consolidation of learning have a substantial positive ef f ect on student achievement across various subjects.
The current study provides evidence that this principle holds true in the specif ic context of physical education teaching methods.
However, it's important to note that the ef f ectiveness of closure skills may be inf luenced by cultural and contextual f actors.
Choi et al.
, in their study of physical education practices in South Korea, emphasized the need to consider cultural norms when implementing pedagogical strategies.
The current study, conducted in Zakho.
Iraq, may ref lect specif ic cultural and educational contexts that could inf luence the ef f ectiveness of closure Further research in diverse settings would be valuable to establish the generalizability of these f indings.
The lack of signif icant dif ference between the two types of closure skills .
eacher-led and student-le.
in this study is particularly intriguing.
It suggests that both approaches can be ef f ective, which may have important implications f or teacher preparation programs.
This f inding aligns with research by MacPhail et al.
on collaborative learning in physical education teacher education.
Their study f ound that both teacher-directed and student-centered approaches could be ef f ective in developing pedagogical content knowledge, depending on the specif ic learning context.
The positive outcomes of this study in terms of vocabulary acquisition also resonate with research by Paran .
on the role of vocabulary in ESP instruction.
Although Paran's work f ocused on language education, the principles of explicit vocabulary instruction and reinf orcement through structured activities appear to be applicable in the context of physical education teaching methods.
This cross-disciplinary relevance underscores the potential for innovative pedagogical approaches in specialized f ields of education.
It's worth noting that while this study f ocused on closure skills, other research has highlighted the importance of various pedagogical strategies in physical education.
For Page | 695 GUIDENA: Jurnal Ilmu Pendidikan.
Psikologi.
Bimbingan dan Konseling ISSN: 2088-9623 (Prin.
- ISSN: 2442-7802 (Onlin.
GUIDENA instance.
Mosston and Ashworth's .
spectrum of teaching styles emphasizes the need f or a range of instructional approaches to meet diverse learning needs.
The current study's f indings on closure skills could be seen as complementary to this broader f ramework, of f ering specif ic techniques that can be integrated into various teaching styles.
The ef f ectiveness of closure skills in enhancing vocabulary acquisition also aligns with research on cognitive load theory in physical education.
For example, a study by Kok et al.
f ound that reducing cognitive load through structured learning activities could improve motor skill acquisition in physical education.
The closure activities in the current study may have served a similar f unction, helping students to organize and consolidate new inf ormation, thereby reducing cognitive load and enhancing learning outcomes.
However, it's important to consider potential limitations of the current study.
The relatively small sample size and specif ic context may limit the generalizability of the f indings.
Additionally, the study f ocused on short-term learning outcomes, and f uture research could explore the long-term retention of vocabulary and concepts learned through closure activities.
This aligns with calls by Kirk .
f or more longitudinal research in physical education to understand the lasting impacts of pedagogical interventions.
The f indings of this study also raise questions about the potential application of closure skills in other aspects of physical education beyond vocabulary acquisition.
For instance, research by Hastie and Wallhead .
on the use of sport education models in physical education highlights the importance of student engagement and autonomy in learning.
Future research could explore how closure skills might be integrated into such models to enhanc e both cognitive and psychomotor learning outcomes.
In conclusion, this study provides compelling evidence f or the ef f ectiveness of closure skills in enhancing vocabulary acquisition in physical education teaching methods courses.
The comparable ef f ectiveness of teacher-led and student-led closure activities suggests that educators have f lexibility in implementing these techniques.
These f indings contribute to the growing body of research on ef f ective pedagogical practices in physical education teacher education and of f er promising directions f or f uture research and practical application in the f ield.
CONCLUSION
Both teacher-led .
and student-led .
closure skills are ef f ective in enhancing the acquisition of teaching methods vocabulary among f ourth-year physical education students, demonstrating signif icantly better results comp ared to traditional teaching methods without structured closure activities.
The implementation of closure skills in physical education teaching methods courses can bridge the gap between content knowledge and ef f ective teaching, addressing the complex nature of teaching ef f ectiveness in physical The comparable ef f ectiveness of teacher-led and student-led closure activities suggests that educators have f lexibility in implementing these techniques, allowing for adaptation to dif f erent learning contexts and student needs in sport education teacher preparation programs.
Page | 696 GUIDENA: Jurnal Ilmu Pendidikan.
Psikologi.
Bimbingan dan Konseling ISSN: 2088-9623 (Prin.
- ISSN: 2442-7802 (Onlin.
GUIDENA
REFERENCES