The Effect of the Guided Discovery Strategy on Mental Imagery and Some Basic Skills of Futsal Players

Abstract

The guided discovery strategy is considered one of the modern instructional approaches that has proven effective in developing motor learning, as it provides learners with opportunities to be active participants in the learning process by searching for appropriate motor solutions under the supervision and guidance of the instructor. This strategy contributes to enhancing thinking, analysis, and decision-making skills, as well as deepening the learner’s understanding of motor performance requirements, making it one of the effective methods for learning and mastering sports skills.

In this context, mental imagery emerges as a complementary and supportive component to the guided discovery approach. It is regarded as an important instructional method, with numerous studies confirming its positive impact on acquiring motor skills and improving performance. Mental imagery enables learners to form a clear mental representation of the movement’s path and its various phases before performing it practically. This helps them construct an internal motor model that can be translated into more accurate and efficient physical performance. Additionally, mental imagery is used to review performance and correct errors by recalling the mental image of the ideal execution and comparing it to the actual performance.

From this standpoint, the significance of the present study lies in emphasizing that physical practice alone is insufficient to achieve full mastery of sports skills. Instead, the integration between the mental and physical components constitutes the foundation of the educational process in physical education. Therefore, employing the guided discovery strategy, alongside enhancing learners’ mental imagery abilities, represents a fundamental factor in improving the efficiency of learning basic skills among futsal players and enhancing their ability to perform effectively in different game situations.

The researcher employed the experimental method using two experimental groups. The sample was selected from second-year students at the University of Al-Qadisiyah, totaling 18 students, who were divided equally into two groups of 9 students each. One group followed an instructional program based on the guided discovery strategy, while the second group was taught using the traditional teacher-centered method. After conducting the pre-tests for both groups, the researcher performed homogeneity and equivalence procedures for the study sample. Subsequently, the instructional program was implemented for the experimental group over a period of ten instructional units. Upon completing the experimental program, post-tests were carried out, and the results were tabulated and analyzed statistically. The extracted findings were then presented, discussed, and interpreted, leading to a number of conclusions and recommendations. Among the most prominent conclusions were:

1. The adopted strategy contributed to improving students’ performance of the skills under investigation.

2. The guided discovery strategy contributed to developing the abilities of the students included in the study.