The effect of hypermedia-supported Kagan cooperative structures on learning selected basic football skills among students

Background: Teaching basic football skills poses significant challenges for physical education teachers, particularly when working with younger students who require focused attention, repetitive practice, observation, and continuous feedback. Despite these demands, traditional teaching methods still dominate many instructional settings. Objective: This study aims to investigate the effect of hypermedia-supported Kagan cooperative structures on the acquisition of selected basic football skills among secondary school students. Methods: The research employed an experimental design involving 40 fourth-grade secondary students from Al-Sharqiya Boys' School during the 2024-2025 academic year. After excluding students with irregular attendance, the sample consisted of 35 students, from whom 30 were randomly selected and divided equally into experimental and control groups. The experimental group received instruction using hypermedia-supported Kagan cooperative structures, while the control group followed traditional methods, pre- and post-tests were conducted to assess performance in selected football skills. Results: Statistical analysis revealed significant differences between pre- and post-test results in favor of the experimental group, indicating that the cooperative structure approach led to enhanced learning outcomes. Students in the experimental group demonstrated improved skill acquisition, increased classroom interaction, enhanced teamwork, and greater self-motivation. The use of interactive technology further reinforced the learning process. Conclusion: Hypermedia-supported Kagan cooperative structures positively impact the learning of basic football skills by fostering collaborative learning, increasing student engagement, and enhancing instructional effectiveness. Recommendations: The study recommends incorporating hypermedia-supported cooperative learning strategies into physical education curricula, developing interactive digital content for sports education, training teachers in modern educational technologies, and integrating digital assessment tools into the teaching-learning process.