Participation in sports practice and play is prevalent among children, through which they acquire information [1].  Modern education has adopted play and motor activity as methods to nurture and instruct children who are deaf and mute, as these activities promote happiness and motivation in the kid [2].  It is a crucial strategy for enhancing physical development and developing motor perception through sensory training [3]. Individuals who are deaf and mute can engage in numerous sporting activities, contingent upon the alignment of their motor, cognitive, and physical capabilities [4].  This facilitates their psychological and social growth, enabling them to accept their disability, live independently, and fulfil certain needs, thereby preventing them from becoming a burden on society and allowing them to contribute to its advancement [5]. Football is the most widely played sport across various age demographics within schools, universities, clubs, national teams, and among both genders, including those with impairments [6]. Football has garnered escalating global interest across numerous countries, establishing itself as one of the most popular sports, appealing to a wide demographic of all ages and genders [7].  Football specifically enhances the physical and motor fitness of those with intellectual disability. In the advancement of neuromuscular coordination and sensory-motor perception, hence enhancing motor efficiency [8]. It also enhances their focus, attention, and capacity to perceive, visualise, recall, and differentiate motor and visual stimuli, hence advancing their cognitive development [9]. Experts indicate that coaches, athletes, and sports scientists are perpetually seeking contemporary training methodologies to enhance athletic performance, with cooperative training being a paramount technique in the sports domain. Cooperative training consists of a repetitive sequence of ocular exercises designed to augment capabilities, which is essential for both athletes and non-athletes [10]. 

Appelbaum and Erickson [3], citing Poucher et al. [11], assert that cooperative learning exercises are essential for both athletes and non-athletes, necessitating universal practice, particularly eye exercises, to mitigate cooperative stress that adversely impacts cooperative functions over time.  Rivera-Pérez et al. [12] assert that cooperative training constitutes a segment of vision measurements, focusing on sight, perception, assessment, and enhancement of cooperative performance levels, as well as identifying the most suitable cooperative tools for the specific activity [13].  Cooperative learning is a significant topic in the realm of sports, as it encompasses physical, skill, and tactical training. However, regrettably, cooperative learning has not received adequate attention in training regimens, despite its critical role in enhancing performance [14].

Recent studies suggest that high performance correlates with optimal cooperative ability, and deficiencies in this area can hinder performance. Inaccurate cooperative information disrupts timing, leading to a decline in performance levels [15]. Collaborative training is an activity accessible to anyone, and the tactics employed are intriguing [16]. It is evident that cooperative learning is a significant subject that has not garnered substantial attention from researchers in the realm of sports, particularly concerning physical activities for individuals with impairments. Field visits to various pedagogical centres for the deaf revealed a significant deficiency in the strategies employed in physical sports activities, which are essential for fostering the physical, skill-based, and cognitive development of this group that requires specialised care and attention in the realm of physical and sports activities.  The curiosity of researchers arose regarding the implementation of cooperative learning training and its effects on acquiring certain football skills among deaf and mute individuals aged 13 to 15 years.

Research Objectives

• Implement a cooperative learning approach that aligns with the traits of individuals who are both deaf and mute

• Investigating the impact of cooperative learning on the acquisition of football skills among deaf and intellectually disabled individuals aged 13 to 15 years

• Identifying the disparities in dimensional measurements between the control and experimental samples in the study of football skills among minors (ages 13-15) who are deaf and mute

   

Research Hypothetically 

• There are statistically significant differences between the pre- and post-measurement of the experimental sample on learning the football skills under research in favor of the post-measurement

• There are statistically significant differences between the pre- and post-measurement of the control sample to learn the football skills under research in favor of the post-measurement
• There are statistically significant differences between the control and experimental sample in the dimensional measurement in the football skills under research for the deaf and simple dumb (13-15) years

Research Methodology

The researchers employed an experimental procedure including two groups: one experimental and one control, tailored to the research's nature.

Research Sample

The research cohort comprises 20 individuals, specifically selected from a population of deaf and mute participants following the administration of an intelligence assessment (Godanov's test) and the evaluation of age, height, and weight. Ultimately, 20 players aged 13 to 15 years were retained, constituting 50% of the initial cohort. This group was subsequently divided into two samples: an experimental sample of 10 individuals, upon whom the proposed program was implemented under the oversight of researchers. A control sample of ten participants participated in a sports activity program under the coach's supervision (Table 1).

Means of collecting information, devices and tools used in research

Tools used in research

• Sources and references as well as previous studies

• Godanov's IQ test (a man drawing test with a degree)

• Football skills tests under research

Specifications of the Football Tests Under Consideration

First Test: Running with the Ball [17]

• Purpose: Measure the ability to control the ball while advancing on the field.

• Tools: 10 signs, stopwatch, legal football.

• Performance: Two opposite signs are placed with a distance of 2 m between them, the ball is placed on the starting line facing the first sign, when the player is given the start signal, he runs with the ball towards the second sign along the path and so on without stopping, the choice ends with the player crossing the finish line with the ball as fast as possible.

• Scoring: Gives the player three attempts and calculates the minimum time he scores out of the three attempts.

Table 1: Shows the statistical features (arithmetic mean, standard deviation, calculated t) value and significance of the differences between the experimental and control groups in the pre-tests.

*df (n1 + n2-2) (15+15-2=28) D at significance level (0.05), tabular value (T) = (2.05)

Secondly Test: Ball Control [18]

• Purpose of the Test: To measure the player's ability to control and control the ball.

• Tools: Football, mikati, whistle.

• Performance: When signaled, the player throws the ball a pawn and then controls it with the foot or any part of the body except the arms.

• Scoring: We count the most times the ball is hit; the player is given two attempts and the best attempt is taken.

Third Test: Receiving the Ball in the Middle of Three Overlapping Squares [19]

• Purpose: Measure the player's ability to put out the ball.

• Tools:

• A starting line from which you pass the ball to the tested player

• Three squares, one in the middle of the other, the area of the first is 2 m, the second is 4 m, and the third is 6 m

• Legal football

• Performance: The tested player stands in the middle of the squares, specifically inside the first square 2 m, and when passing the ball to him in the form of a side throw from 10 meters away, he puts out the ball with the foot.

• Scoring: The player is given three attempts that count as 6 degrees if he puts out the ball in the middle of the first square, 4 degrees in the middle of the second square and 2 degrees in the middle of the third square.

Fourth Test: Aiming Accuracy [20]

• Purpose: Measuring the accuracy of shooting in the goal.

• Actions: The player stands with the ball 20 meters from the goal, and at the signal he starts aiming consecutive balls towards the goal.

• Scoring: The results are recorded by counting the number of balls entering the goal.

Scientific Foundations of the Test

Stability and Truthfulness of Tests

Following consultations with specialists regarding the assessments for measuring study variables and subsequent evaluations, the researchers computed the stability coefficient of the tests by administering and re-administering the test to an exploratory sample. Beyond the primary sample of the research, the cohort comprises 8 deaf and mute participants, with the initial measurement conducted on January 1, 2022. A week later, the second assessment occurred on January 15, 2022, utilising Pearson's correlation coefficient. Below is the table detailing the stability of the tests.

Table 2 reveals that all obtained results are elevated, with a minimum value of 2.21 and a maximum value of 2.11, both exceeding the tabulated R value of 2.09 at a significance level of 2.20 and with 19 degrees of freedom, indicating a high stability of these tests.

Course Content

• Exercises and running games 

• Compatibility exercises and games

• Action games (imitation games)

• Ball games

Executing Research Methodologies

The pre-test

Assessed the football skill levels of both the experimental and control groups on January 21, 2022, under identical settings and location.

Program Application

The proposed program was implemented for the experimental group from January 24, 2022, to March 19, 2022, spanning 8 weeks with two sessions per week. Each training session lasted 45 minutes, comprising 10 minutes for the preparatory phase, 30 minutes for the main phase, and 5 minutes for the concluding phase, with each session repeated biweekly. The control sample engaged in football practice under the coach's supervision during the sports activity class.

Post-test

The post-test was conducted on 21/03/2022 with the identical procedures and methodology employed during the pre-measurement, at the same conditions and location.

Statistical Methods

The researchers employed suitable statistical methods to analyse the data collected from the study, utilizing (SPSS-24) the arithmetic mean, standard deviation, Pearson correlation coefficient, and T-test.        

Presentation, Analysis and Discussion of Results

Presentation and Discussion of the Results of the Pre-Tests of the Control and Experimental Research Samples

Table 3 indicates that the calculated T test values ranged from 0.37 to 1.00, all of which are less than the tabular value of 1.73 at 18 degrees of freedom and a significance level of 0.05. This suggests that the results are not statistically significant, allowing us to infer the degree of equivalence between the control and experimental samples.

Table 03: Significance of the differences between the pre- and post-measurements of the experimental sample in the football skills under research

Presentation and Discussion of the Results of the Pre- and Post-Tests of the Two Research Samples

Table 4 indicates statistically significant differences favouring the dimensional measurements of the experimental sample, with calculated T values ranging from 2.81 to 4.75, all exceeding the tabular T value of 1.83 at a significance level of 0.05 and with degrees of freedom (n-1) = 9. This results from the incorporation of physical activity without the ball and the use of the ball, emphasising cooperative learning within the program designed to acquire football abilities in the experimental research sample, with the application of scientific principles. In the development of training modules facilitated by cooperative learning.

Table 4: Significance of the differences between the pre- and post-measurements of the control sample in the football skills under research

Table 5 indicates statistically significant differences among the control sample in the administered tests, with calculated values ranging from 1.84 to 2.88, all exceeding the tabular T value of 1.83 at a significance level of 0.5 and 9 degrees of freedom. The researchers ascribe these results in the control sample to the frequency and repetitions of the workouts pertinent to the skills associated with football.

Table 5: Significance of the differences in the dimensional measurement of the two research samples in the football skills tests under research (N1-N2).

*df n 2 - 18 and significance level 0.05 t calculated 2.09

Table 6 clearly indicates statistically significant differences between the control and experimental research samples, favouring the experimental sample in the tests conducted. The calculated T values ranged from 4.11 to 6.97, all exceeding the tabular T value of 2.09 at a significance level of 0.05 with 18 degrees of freedom.

Table 4 clearly indicates statistically significant differences favouring dimensional measurement in the football skill tests under investigation, including running with the ball, ball control, ball reception, and goal targeting within the experimental sample. These skills are extensively utilised during matches, as players depend on executing them accurately while minimising errors to maximise goal scoring, which is the primary objective of the game. The researchers credit this to the beneficial effects of the proposed cooperative learning program, which was implemented with a significant emphasis on group work during the execution of motor tasks related to the acquisition and mastery of football skills. The program's development considered scientific principles for constructing educational units, particularly regarding the frequency of repetitions and the simplicity of exercises. An expansion in the variety of exercises Alterations in directional movement and motor coordination exercises are conducted progressively, transitioning from simplicity to complexity. Enhanced compatibility between physical and skill components, with the used exercises being targeted and capable of delivering motor stimuli more effectively than non-targeted exercises.

Table 5 indicates statistically significant differences among the control sample in most tests, attributable   to   the researchers’ reliance on basic motor activities alongside the practice of motor tasks and exercises linked to targeted football skills, which were designed to enhance effective and engaging arousal for learning the football skills under investigation. The superiority of the experimental sample over the control sample is highlighted, as evidenced in Table 6, which indicates statistically significant differences between the two study samples in the dimensional measurement, favouring the experimental sample across all tests. This finding aligns with the research of Rivera-Pérez et al. [12], Bores-García et al. [21] and Mežan and Škof [22] regarding the efficacy of cooperative education in enhancing cognitive-motor abilities and proficiency in sports activities. Numerous studies across various sports, including gymnastics, tennis, volleyball, handball and football, such as those by Bayraktar [23], Tang and Li [24], Salih et al. [25], Perdana et al. [26] and Wibisono et al. [27], emphasise the significance of prioritising cooperative learning in training programs for the acquisition and mastery of motor and sports skills. Investigators assert This interest pertains to both beginners and individuals with special abilities, such as those with hearing and speech impairments, who are engaged in learning through teamwork and development. 

Table 1: Stability coefficient for the tests under consideration

Table 2:  Shows the equivalence between the control and experimental samples in the results of pre-tests using the T test

This approach enhances motor coordination, thereby facilitating the acquisition of fundamental movements, game skills, and sports activities. Collective skills are crucial for performance across various sports, while the processes of repetition and correction play a significant role in refining the skills under investigation through the application of immediate and delayed feedback to rectify prior achievements and experiences. This affirms that cooperative learning enables the learner to recognise the overall execution of the new movement, thereby acquiring an awareness of its initial external manifestation.  Additionally, it is essential to highlight the critical aspects of the movement when demonstrating the kinetic model, as repetition enhances the precision of the movement. Presenting the models to the learner stimulates enthusiasm and fosters a sense of kinaesthetic awareness, indicating that the learner or trainee engages in practice involving both external and internal elements.  Alongside the tactile feedback from hooves and the maintenance of balance and movement, the myrrh calculator aids in determining the body's position and form during motion.  In conclusion, diverse educational programs are crucial for enhancing the motor skills and capacities of both players and non-athletes across various physical and athletic activities. These exercises should be integrated with cooperative learning, as they stimulate sensory engagement for enhanced performance. Cooperative learning is an intriguing activity that imposes    no    prerequisites    and    does    not    necessitate extensive supplies; rather, it comprises responsibilities that each individual can execute proficiently. It occupies a complementary role alongside other activities, including physical, skill-based, tactical, and various other exercises.

• The cooperative learning program used has a positive impact on learning football skills for the deaf and dumb

• The existence of statistically significant differences between the pre-measurement and the post-measurement of the experimental sample in favor of the post-measurement in the football skills tests under research

• The existence of statistically significant differences between the control sample and the experimental sample in the dimensional measurement in favor of the experimental sample in the football skills tests under research

• The experimental sample outperformed the control sample in the results of the football skills tests under research

•  

Recommendations

The investigator proposed the subsequent recommendations:

• The use of cooperative learning because of its importance in learning and mastering football skills for people with deaf and dumb people.

• Attention to the development of cognitive abilities for their great contribution to learning sports skills

• Diversification in training programs between physical, skill, physical and tactical strategies

• Paying attention to research related to people with disabilities and conducting them on various aspects of movement, skill and planning

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