THE IMPACT OF THE COOPERATIVE METHOD ON LEARNING THE SPIKE SERVE IN VOLLEYBALL FOR PHYSICAL EDUCATION AND SPORTS SCIENCE STUDENTS – AHLULBAYT UNIVERSITY

The research aims to determine the impact of the cooperative learning method on developing motor skills and the key aspects of attention required for the volleyball spike. The research scope is as follows: Subject: Second-year students at the College of Physical Education, Ahlulbayt University, for the academic year 2025-2026. Timeframe: From November 10, 2007, to January 20, 2026. Spatial Context: The volleyball court of the College of Physical Education, Ahlulbayt University. The researcher used the experimental method with two equivalent groups, as it was suitable for the nature of the research. The research was conducted on a randomly selected sample of second-year students at the College of Physical Education, Ahlulbayt University, for the academic year 2025-2026. The sample consisted of thirty students, divided into two groups: an experimental group and a control group, with fifteen students in each. The traditional learning method was applied to the first group, while the cooperative learning method was applied to the second experimental group. This was done to develop the performance of the motor program and the most important aspects of attention for the volleyball spike skill. Homogeneity was achieved in the variables of height, weight, and age. Equivalence in skill was also ensured for both groups in tests of technical performance, accuracy, and the most important aspects of attention. The study also covered the use of data collection methods, research procedures, and the selection of tests. Pre-tests were administered, consisting of six initial educational units covering the curriculum for this stage. Subsequently, a special curriculum was developed to develop the performance of the motor program and the most important aspects of attention for the volleyball spike skill, according to... The two methods (self-learning and cooperative learning) were used. The curriculum for each method lasted four weeks, with two units per week, each unit lasting 90 minutes. After completion, post-tests were administered, and appropriate statistical analyses were used to obtain the results. The results were then presented, analyzed, and discussed. The researcher reached the following conclusions: 1. The cooperative learning method contributed positively to developing the motor skills program for the spike and the associated attentional aspects. 2. The cooperative learning method was more effective in developing the motor skills program for the spike and the associated attentional aspects.