The Effect of the Think-Talk-Write (TTW) Instructional Paradigm on Meta-Cognitive Communication Competence and Volleyball Overhead Serve Execution Among Second-Year Undergraduates at the College of Physical Education and Sports Sciences / Wasit University

الملخص

This study aims to design instructional units based on the Think-Talk-Write (TTW) strategy for the volleyball serve among second-year students at the College of Physical Education and Sports Sciences, Wasit University. It further investigates the effect of the TTW strategy on cognitive communication competence and serving skill performance, alongside constructing and standardizing a dedicated cognitive communication competence scale for this cohort.

          The researcher employed a pretest-posttest experimental design using experimental and control groups. The target population comprised second-year full-time morning students at the College of Physical Education and Sports Sciences, Wasit University, for the academic year (2025–2026), totaling (193) students. The main experimental sample consisted of (40) students divided equally into experimental and control groups ($n = 20$ each), while (10) students participated in the pilot study and (90) students formed the scale standardization sample. The cognitive communication competence scale was developed and psychometrically validated through rigorous sequential methodological and statistical procedures. The instructional intervention spanned weekly 90-minute sessions conducted on the college courts.

          The findings demonstrated that integrating innovative pedagogical strategies significantly enhances learner motivation, active engagement, and epistemic curiosity, thereby fostering peer discussion and interactive participation. The experimental group utilizing the TTW strategy exhibited statistically significant superiority over the control group taught via traditional instruction in both cognitive communication efficiency and volleyball serve execution. The researcher recommends encouraging faculty members to adopt modern instructional paradigms—specifically the TTW strategy—to optimize pedagogical efficiency, time, and instructional effort, while formally approving the newly developed cognitive communication scale for academic assessment.