IMPACT OF VARIOUS ROTATIONAL BLENDED LEARNING MODELS ON HANDBALL SKILL ACQUISITION AND LEARNING OUTCOMES IN INTERMEDIATE-STAGE STUDENTS

This study examined the impact of two rotational blended learning strategies, Station Rotation and Flipped Classroom, on handball learning outcomes among middle school students. Employing experimental pre-test and post-test methodology, two experimental groups were chosen from Sadat Intermediate School for Boys, each consisting of 15 students. Tailored learning environments were developed for each blended learning model, employing the Station Rotation approach for the first group and the Flipped Classroom method for the second. The results indicated statistically significant differences in the post-test outcomes of both groups, supporting the Flipped Classroom paradigm for improving learning results. Moreover, substantial enhancements were noted in the Station Rotation group between pre-test and post-test scores, indicating its efficacy. The study emphasizes the importance of incorporating blended learning strategies into physical education curricula as a feasible substitute for conventional teaching techniques. Utilizing technological infrastructure, such educational computer laboratories and development centers, can enhance learning experiences and elevate student achievement. These findings augment the expanding corpus of research supporting innovative pedagogical approaches in sports education, underscoring the efficacy of blended learning in improving skill development and engagement within physical education curricula.