The Effect of Driver Model to Teach Some Movements on the Pommel Horse Apparatus in the Art of Gymnastics for Students

This study aimed to examine the effect of the Driver Model on learning selected pommel horse skills in artistic gymnastics among students of the College of Physical Education and Sports Sciences at the University of Basrah. The importance of the study lies in applying a constructivist instructional model that organizes learning steps, enhances motor understanding, and increases student engagement, which contributes to improving skill performance. The research problem was identified in students' difficulties in mastering pommel horse skills, frequent performance errors, and the inability to connect movement phases effectively due to reliance on traditional teaching methods.An experimental design with two equivalent groups (control and experimental) was used. The sample consisted of 20 students, randomly divided into two groups of 10. The instructional program lasted eight weeks and was implemented according to the five stages of the Driver Model: orientation, elicitation and demonstration, restructuring of ideas, application, and review. The results showed that the experimental group significantly outperformed the control group in post-tests. In the front support leg swing skill, the experimental group improved from a pre-test mean of 3.34 to a post-test mean of 7.21, compared to 5.12 for the control group. Similarly, in the entry and exit skill on the pommel horse, the experimental group achieved a mean of 7.33 compared to 5.089 for the control group, with statistically significant differences (p < 0.05).It was concluded that the Driver Model has a strong positive effect on improving motor skill performance and learning outcomes in artistic gymnastics. The findings support the effectiveness of constructivist instructional approaches in physical education and align with Sustainable Development Goal 4 (Quality Education).