Effect of Keller and Self-Learning Strategies on Learning Low Start Skill of Short-Distance Sprint For Students

Abstract

Objectives. The study aimed to develop educational units using Keller's strategies and self-learning methods to teach the low start technique in short-distance running to students. Additionally, the research sought to identify the effectiveness of Keller's self-learning strategy in enhancing students' learning of the low start skill in short-distance running.

Materials and Methods. The researchers adopted an experimental approach appropriate to the study's nature. The research design included two experimental groups and one control group, with pre- and post-tests conducted to measure the outcomes. The study population comprised first-stage students from the College of Physical Education and Sports Sciences at the University of Maysan for the academic year 2024-2025, totaling 132 students. From this population, a sample of 90 students was randomly selected through the lottery method, representing 68.16% of the total population. The educational program spanned two weeks and consisted of four educational units, with two sessions per week. Each educational unit lasted 90 minutes, in alignment with the scheduled lesson times.

Results. The findings of the study demonstrated that Keller's self-learning strategy effectively improved students' performance in the low start technique for short-distance running. The experimental groups that participated in the educational program using Keller's strategies showed a noticeable enhancement in their skill acquisition compared to the control group.

Conclusion. The study concluded that Keller's self-learning strategy is beneficial in teaching the low start skill in short-distance running. It is recommended to generalize the application of this strategy for students in the Faculty of Physical Education and Sports Sciences to improve their practical skills in athletics.