Effect of Inclusion and Mastery Teaching Styles on Learning Long Jump Activity for the Physical Education Students

Abstract

This study investigated the effect of inclusion and mastery teaching styles on learning long jump activity for the physical education students. Forty physical education students, from University of Babylon in the Iraq were divided in 2 groups (control and experiment) each group involved 20 students were participated in the study, control group used an approach which included mastery style and experiment group used an approach which included inclusion style. Experimental research design was used to conduct present study. Two different teaching styles were included in current study such as inclusion and mastery teaching styles. Researchers filmed long jump performance activity and was evaluated by 3 experts. Results exposed that both groups were developed on level of students in long jump activity. In addition, significant differences were revealed on effect of inclusion and mastery teaching styles on developing level of performance of long jump activity but in favor of inclusion style.