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Objective: The aim of this research was to investigate the effect of the Kemp and generative learning models on students' cognitive achievement in physical education teaching methods. The researchers also investigated the effect of the Kemp and generative learning models on students' attitudes toward physical education teaching methods

Research methodology:  The researchers used the experimental approach by designing two experimental groups and a control group. They began the research procedures, including determining students' scores on the teaching methods for the third grade and measuring students' intelligence quotients. They then relied on standardized scientific tests to measure cognitive achievement and attitudes toward physical education teaching methods. A post-test was administered to students. 

Result: The results showed that the students of the second experimental group, which studied using the generative learning model, outperformed the students of the first experimental group, which studied using the Kemp model, and that the students of the second experimental group, which studied using the generative learning model, outperformed the students of the control group, which studied using the traditional method.

Conclusions: The generative learning model proved effective, within the limits of the current study, in the cognitive achievement of fourth-grade students in the Physical Education Teaching Methods course, compared to the Kemp model and the traditional method.