The Effectiveness of Teaching-Learning Problem-Solving Strategy in Teaching Physical education on Motor Training of Students

The present study investigated the effect of problem-solving teaching-learning strategy on Physical education teaching on seventh grade students' motor training.

The purpose of this research was applied research and its research method is quasi-experimental. The statistical population included all male and female students in seventh grade of Sarab city and all sport teachers in the school year of 97-96. According to the Sarab County Department of Education, there were 706 students and 46 sports teachers. Using purposive-random sampling method, 84 males and female seventh grade students were selected randomly into two experimental groups (22 girls and 22 boys) and two control groups (20 girls and 20 boys), were divided. After 12 sessions of 65 minutes training, the subjects were tested again using the problem-solving learning-learning strategy. Data were collected by observation and a questionnaire. Content validity of the questionnaire was confirmed by 5 experts and Cronbach's alpha coefficient was 0.80. Descriptive and inferential statistical methods including ANCOVA and Levon test were used for data analysis.

The results showed that there was a significant difference between the experimental and control groups in terms of teaching-problem solving strategy in cognitive, emotional, physical fitness and skill of basketball lessons. But the gender variable in the dimensions of motor training is not significant.

Therefore, pre-prepared maps improve teacher and classroom attitudes so that sport teachers and school coaches should use this teaching-learning strategy to further their educational goals.