At the end of the last decade of the twentieth century, a new trend appeared in modern educational thought that calls for focusing on achieving a number of educational outcomes, including taking into account individual differences and developing thinking skills, especially creative thinking, as well as teaching educational skills to reach the degree of mastery. Use methods or methods that take into account individual differences among learners. And the idea of ​​​​the method of inclusion in the field of volleyball is based on giving opportunities to learners to apply the skill of serving directed from above according to their levels and abilities and this provides opportunities for thinking and innovation among the learners. Therefore, the importance of this study emerges through the study of the effect of the inclusion method (containment) in developing creative thinking and cognitive achievement of the skill of sending directed from above in volleyball for students. The methods and methods of teaching motor skills do not take into account the individual differences and creative abilities. The development of creative thinking and the cognitive and applied achievement of the skill of serving directed from above in volleyball and identifying the differences between the sample members in the development of creative thinking and the achievement of knowledge and application of the skill of serving directed from the top in volleyball. The development of creative thinking and cognitive and applied achievement of the skill of serving from above in volleyball among the members of the experimental group and are there statistically significant differences for the effect of teaching using the usual method in developing creative thinking and cognitive and applied achievement of the skill of serving from above in volleyball among the members of the control group and are there any differences Statistically significant between the members of the two groups in the development of creative thinking and cognitive and applied achievement of the skill of serving directed from above in volleyball for students.

The researcher used the experimental approach, which is the closest research method to solving problems in a scientific way and the most valid approach is the way to design equal groups due to its suitability to the nature of the problem.

Study Population and Sample

The study population represents the students of the second stage in the College of Physical Education and Sports Sciences/University of Al-Qadisiyah for the academic year 2021/2022, whose number is 182 students. and a female officer [1].

Tests Used in the Study

Skill performance tests for the skill of serving directed from above in volleyball.

• The Aim of the Test: Measuring the accuracy of the serve facing from the top (tennis)

• Tools Used: A legal volleyball court, 5 legal volleyballs and colored adhesive tape

• Performance Specifications: The tested student stands behind the final line of the court, i.e. in the service area (in the service area opposite the court divided into zones) at a distance of 9 meters from the net and in this place the tested student is holding the ball to perform the tennis serve so that the ball crosses the net in half section of the stadium

• Performance Conditions: In the event that the ball does not cross the net or if it crosses but exits outside the court opposite the laboratory, an attempt for the laboratory is counted among the five attempts granted to it and a score of zero is given to it

• Recording: The laboratory student takes the score of the area in which the ball falls for each correct serve and since each laboratory student has 5 attempts and since the scores are distributed over areas from 1-5 degrees, the total score for this test is 25 degrees, noting that in the event that the ball falls on a line separating two regions, the score for the higher region will be calculated for the laboratory student

Cognitive Achievement Tests for the Skill of Serving from Above in Volleyball

The researcher adopted the cognitive achievement scale prepared by the researcher Noha Youssef for her thesis tagged “The Effect of Problem-solving Strategy on Knowledge Achievement and Developing the Skills of Facing Serve from Above and Receiving Serves from Below in Volleyball for Students [2] (Table 1).

Table 1: Cognitive Achievement Tests for the Skill of Serving from above in Volleyball

Table 1: Continue

Creative Thinking Scale

The scale of creative thinking prepared by him in his Arabic form Al-Mansi was used. The scale consisted of 65 items distributed over a set of characteristics. The vocabulary was formulated in simple verbal phrases in a clear language that the student could understand and answer yes or no. After clarification through what is required of them, which is to know the meaning of each phrase from the list phrases, then answer individually (if the phrase is positive: the student is given one point if his answer is yes and he is given zero if his answer is no, if the phrase is negative: the student is given zero if His answer is yes and he is given one point if his answer is no).

Pre-Tests

Pre-tests were conducted on the study sample for the experimental and control groups to test the facing serve from below and to test creative thinking and cognitive achievement in classrooms and the volleyball court in the College of Physical Education and Sports Sciences/University of Al-Qadisiyah on 19-20/2/2022.

The Main Experience

The experiment was implemented immediately after the completion of the pre-measurement, during the period from 25/2/2022 and continued until 1/4/2022, at a rate of 4 weeks, two sessions per week, each time 90 minutes. The two groups agree on performance and the difference is only in the applied activity of the part The main course of the lesson, which is performed by the student, as follows:

• The Control Group: It is the one that implements the applied activity according to the method followed by the subject teacher, where the students apply the skill of serving directed from above in volleyball by following the teacher's orders

• The Experimental Group: Which implements the applied activity according to the method of inclusion (containment), which depends on the levels of each student, where different levels or stages are determined for each skill. With volleyball, different stages or levels have been identified in its application, which are placing the arms, bending the knees for a moment and the weight of the body is distributed evenly on the feet with the torso leaning backwards. meters and at the point specified by the teacher, he sends the ball to the colleague standing in front of him at a distance of five meters and the work is in exchange, performing the skill in one half of the field to send the ball to the other half of the field to be received by a colleague and then exchange roles and the student must move between these stages according to the possibility of his level From the performance, the researcher took into account the diversification of the educational exercises during the learning period

Post Tests

Post-tests were conducted on the study sample and for the two groups on 4/5/6/2022 and after a period of 4 weeks had passed since the implementation of the main experiment, the researcher was keen to confirm the conditions, tools used and the method of implementation of the tests themselves.

Statistical Treatments

Use the Statistical Package (SPSS) to extract and process statistical tools.

The results in Table 2 indicate the development of creative thinking and cognitive achievement of the skill of serving from above in volleyball, compared between the pre and post measurements, in favor of the post, for the control group. The verbal transmission skill required to be learned and the teacher performing a model for it and the learner’s repetition with the teacher correcting the mistakes for the learners during the learning process. All of this provided a good opportunity for the learner to learn well, as Nahed Mahmoud and Nelly Ramzy point out that the teacher is the one who plays the main role in the education process A great effort is made, while the role of the learner is passive, receiving information only. The teacher here is one of the basic sources of knowledge for organizing knowledge and transferring it to students to play the role of a prompter of information and the student in the future [3]. 

Table 2: Pre and Post Measurements of Creative Thinking and Cognitive Achievement of the Skill of Sending from above in Volleyball, the Control Group

The results in Table 3 also indicate the development of creative thinking, the skill of serving in volleyball and the cognitive achievement of the members of the experimental group. Levels according to the learner’s abilities, given that the inclusion method takes the levels of all learners, taking into account individual differences accurately, so the learner performs the skill from the level that he can implement, as Mahmoud Dawood and Amina Karim raise that the importance of the inclusion method lies in paying attention to the differences between students and providing it with the opportunity to practice according to the level of ability The student and finding opportunities to choose between the levels of alternatives in one work [4]. In the light of the cognitive achievement of the skill of serving directed from above in volleyball, the method of inclusion contributed to increasing the level of knowledge in applying the skill of serving by thinking about the skillful performance and the mechanism of application as it is in the educational program prepared by the researcher, which is the class of the subject teacher. 

Table 3: Pre and Post Measurements of Creative Thinking and Cognitive Achievement of the Skill of Sending from Above in Volleyball, the Experimental Group

The results of Table 4 also indicate the development of creative thinking, the skill of serving volleyball and cognitive achievement in favor of the experimental group, compared to the control group. The mental, physical and applied skills in teaching the transmission skill in the light of determining the levels for each student according to the work of the method, since this method gives each learner the opportunity to apply the skill, especially in the executive part, as it gives the student the freedom to make decisions at the level that suits him and then he graduates in the levels of learning until he reaches to the stage of good performance and the method of inclusion depends on the serious pattern in education, as it sets multiple educational levels among the learners, but the degree of difficulty differs in it, as the learner chooses the appropriate level for his abilities and in the light of his creativity and thinking and this method has a different concept in performing the duty assigned to the learner, in which it is determined Multiple levels of performance for the same duty are divided among all students according to their technical ability to perform. This means at which level they begin to perform. The researcher attributes the development as a result of applying the inclusion method as it contributes to motivating students to think and determine their level by adopting them when learning the skill of transmitting according to a paper. The standard is for each student and Hatem Shawkat indicates that “one of the most important purposes of the assignment sheet is to reduce the number of times the teacher explains the skill in order to increase the effectiveness and efficiency of the allotted time to perform the motor skill or assignment [5]. As well as the inclusion method when applied, the individual was distinguished in the applied practical aspects by intelligence and thinking, as it encouraged the student to think about the applied part when performing the skill to allow the individual to express his individual capabilities and recall previous experiences to produce motor capabilities resulting from a specific stimulus to produce uncommon and innovative movements.

Since the method provides an opportunity for a student to think about how to perform the skill of serving in volleyball, an application that also contributed to the development of cognitive achievement of the skill. The researcher attributes the development of the experimental group to creative thinking and its relationship to the use of the method of inclusion in determining the levels of students, as each individual has the opportunity to express on his own what is inside him of ideas on how to perform and move according to his level, which appears in his creative motor response that he reached with his own effort, depending on his experiences and capabilities. In order for him to adapt in new situations and to rely on himself in thinking and Jawdat Ahmed Saadeh points out in this regard, “The balance between competition and cooperation for both the individual and the group leads to valuable achievements and it is a condition of productive thinking or creative thinking [6], Mahmoud Abd al-Kari raises that creative thinking provides the individual with ideas that he always lacks and that he aspires to with the aim of transferring him from the traditional to the contemporary, modernizing and agreeing on the standards of modern societies. Production in creative thinking is characterized by unique characteristics that make it enjoy originality, flexibility and fluency [7].

Table 4: Dimensional Measurements of Creative Thinking and Cognitive Achievement of the Skill of Sending Directed from Above in Volleyball between the Control and Experimental Groups

• The method of embedding (containment) proved its effectiveness in developing creative thinking and learning and retaining the skill of serving in volleyball

• The method of inclusion applied by the experimental group had a positive effect on the development of creative thinking, volleyball service skill and cognitive achievement compared to the control group

Recommendations

• The need to use the method of embedding for its effectiveness in developing creative thinking, learning the skill of serving in volleyball and developing cognitive achievement

• The need to use the inclusion method to take into account the individual differences among the learners, especially in the early stages of learning

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2. Hashem, Noha Yousef. The Effect of Problem-Solving Strategy on Cognitive Achievement and the Development of the Skills of Serving from Above and Receiving from Below in Volleyball for Students. Master’s thesis, University of Babylon, College of Physical Education, 2019.

3. Saeed, Nahed Mahmoud and Nelly Ramzy Fahim. Teaching Methods in Physical Education. 2nd ed., Al-Kitab Center for Publishing, 2004.

4. Al-Rubaie, Mahmoud Daoud and Amina Karim. Developments in Teaching Methods and Methods. 1st ed., Al-Kitab Center for Publishing, 2021.

5. Shawkat, Hatem. The Effect of Using the Imperative and Implication Methods in Investing the Time of the Physical Education Lesson and Acquiring Some Basic Skills in Handball. Master’s thesis, Teachers College, Diyala University, 2007.

6. Saadeh, Jawdat Ahmed. Teaching Thinking Skills. Dar Al-Shorouk for Publishing and Distribution, 2003, pp. 173.

7. Abdel-Karim, Mahmoud. Developing Creative Thinking Skills and Students’ Attitudes Towards Science. Dar Al-Thaqafa for Publication and Distribution, 2008.