'' The effect of learning styles (training, reciprocal) for those with a cognitive domain (holistic versus analytical) in teaching some basic football skills to students''

Cognitive styles based on the task concept aim to address the variability in individual abilities among learners. A precise understanding and identification of these styles can effectively contribute to creating diverse learning environments that are appropriate to students' needs. The cognitive style (holistic versus analytical) is one of these important styles, as it contributes to enhancing the process of acquiring motor skills by taking into account individual differences among students. People who tend toward an analytical style often have the ability to focus on fine details and analyze small parts of a task or educational situation, while individuals with a holistic style tend to understand the situation as a whole and comprehensively without paying sufficient attention to the detailed aspects. These cognitive differences help support learning and expand creative thinking, in line with learners' cognitive abilities. Accordingly, directing the educational process toward the use of individual teaching styles that suit the characteristics of each student may have a positive impact on some learners, while it may not be as effective for others. Hence, the importance of thisThe study aims to identify individual differences among learners based on their different cognitive and stylistic styles, which necessitates adopting teaching methods that are compatible with these styles. Therefore, the researcher decided to conduct a targeted study to determine the impact of the training and reciprocal learning styles on students belonging to the analytical or holistic cognitive domain in learning basic football skills. This study aims to enrich and develop the educational process and provide effective teaching tools to achieve the desired goals. The research objectives were : To identify the effect of the training learning style for those with an analytical versus a holistic cognitive domain in teaching students some basic soccer skills. To identify the effect of the reciprocal learning style for those with an analytical versus a holistic cognitive domain in teaching students some basic soccer skills. The most important conclusions were : The two experimental groups, to which the curriculum was applied using the training learning style according to the cognitive style (analytical and holistic), showed a noticeable superiority over the two groups trained using the reciprocal style according to the same style in learning basic soccer skills. It was found that there was a superior arithmetic mean in favor of students with an analytical style compared to students with a holistic style in both the training and reciprocal learning styles when learning some basic soccer skill.