Vol. 7, Issue 1, Part C (2025)

The study aimed to identify brain dominance (right hemisphere and left hemisphere) among the research sample, to design an instructional program based on brain dominance patterns for teaching the handstand movement, and to determine the effect of the instructional program according to brain dominance patterns on learning the handstand skill on the floor exercise mat for students.
The researchers adopted the experimental method using a two-group equivalent design, as it suited the nature of the research problem. The research population was determined by second-year students in the College of Physical Education and Sport Sciences, totaling (28) students. They were randomly divided by a lottery method into two groups: experimental and control. The researcher classified the research sample according to the type of brain dominance identified through the application of the Torrance Brain Dominance Scale into (14) students for the experimental group - (7) right-brain dominant and (7) left-brain dominant students - and likewise, (14) students for the control group divided similarly.
The experimental group was taught using an instructional program developed by the researchers, which included educational units based on brain dominance patterns. Meanwhile, the control group was taught using the method followed by the regular instructor. The instructional program consisted of (28) educational units, delivered at a rate of three units per week. The researchers employed appropriate statistical means to process the results.
The main conclusions reached by the researchers indicated that the instructional units based on brain dominance patterns contributed to enhancing the learning of the handstand skill. All four research subgroups achieved clear progress in acquiring the motor skill, albeit at varying rates between pre- and post-tests. There were individual and random differences among the four subgroups in learning the motor skill. Adopting brain dominance-based instructional styles led to the superiority of the experimental group with left-brain dominance over their right-brain dominant peers in learning the handstand skill. Moreover, teaching according to brain dominance patterns proved more effective in acquiring motor skills compared to the conventional teaching method.
Among the most important recommendations made by the researchers were the necessity of considering and adopting modern teaching methods during lessons, the importance of preparing instructional units based on brain dominance patterns and identifying students' dominance types to facilitate information delivery, and conducting comparative studies between brain dominance patterns and the conventional teaching method or other teaching styles to determine their effectiveness in learning motor skills.