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  Vol. 1, No. 1; 2018 

Published by American Center of Science and Education, USA 
 

 

47 

The Sponges in the Learning Process 
 

 

Hassan Salih R 

Department of Physical Education and Sports Sciences,  

Faculty of Education , Pakistan 

 

 Ibtihal Riyad Esaa    

Department of Physical Education and Sports Sciences  

Faculty of Education , Pakistan 

 

Mohammed Jasim Moneam 

Department of Physical Education and Sports Sciences  

Faculty of Education , Pakistan 

 

Abstract 

The study included a number of axes that concentrated on using the sponges in the learning process as 

supportive means towards learning this particular skill which is considered rather difficult. A certain type of 

sponges where used to learn each stage of this skill. These types were different in shape and size, considering 

the height and potential of the individual sample, in order to help the learners master this skill in the best way 

possible. The learning group was given a 4-weeks course to learn the front-hand somersault using these 

supportive techniques, two credits a week. After 4 weeks, the results of each group were collected and compared 

(The original and the experimental group). The statistical results showed that the experimental surpassed the 

original one. 

 
Keywords: Sponge Pieces, Kinematics Variables, Performance Learning. 

 

Introduction 

The general concept of sports has become a science as well as an art that has its distinctive rules from other 

sciences, since it depends on physics, chemistry, and medicine. The biomechanics sums up these sciences in 

order to present the athlete with the best performance(1). The educational tools and their importance have 

become an important part of the educational process, and it is apparent in the increasing number of coaches who 

use them all around the globe. Using the educational tools have proved to improve the learning process and 

make it more appealing(2). They are everything the teacher uses during the learning process in order to deliver 

the information to the students (3).Using the educational tools during the educational process helps to grow and 

improve the kinetic perception of the student, and it helps reaching the maximum possible use of the educational 

process. The educational tools are everything that helps transporting knowledge, information, and the different 
and various skills, and elevates the skill-acquisition through the different senses. It ultimately enhances the 

motional skill learning speed as well as the kinetic and tactic performances (2) . They are also known as a group 

of tools and machines used by the coach or teacher in order to enhance the educational and learning processes in 

order to better manifest the information to the student whether in or out of the classroom. It also helps the 

students realize the meaning and essence of the topic, as well as mastering it in a shorter time and lesser effort 
(4). Learning using the sponges helps the learners master the front-hand somersault in an easy and fast was 

saving more time and effort in the process 

The Practical Part 

Field Research Procedures 

The researchers used the experimental method using two parallel groups (original and experimental) in order to 

meet the study requirements (5). The researchers chose a sample from the study community, which is a 
methodological term used to refer to the individuals that have the research results (6). The sample was chosen 

from the 3rd year students of the Department of Physical Education  of my  University, 25 students. The research 

sample is a partial group of the study community that are selected according to a certain criteria(7). 20 Students 

were chosen from that community, the group was sub-divided into two smaller groups of 10 each randomly as 

well, making the sample ratio 80% from the community. 

Experiments and Measurements 

1- The Bridge Test (8). 



 
 
 
 
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48 
 

2- Front-Scale Test (9). 

3- Forward-Rolling, stopping, fast modification test (10). 

4- Hip-angle measurement. 

5- Measuring the distance between the hand and foot (Front-Hand Somersault). 

6- Gravity Centre Elevation while mid-air (Front-Hand Somersault). 

 

Recording Procedures 

Two cameras to record the kinematics variables. The recording area was 4.80m. A camera was put on the 

student’s right, 3.3m far and 1.1m height, so that it can vertically record the motion scope in order to make use 

of determining the variables (Hip angle, High CenterofGravity, and the distance between the hand and foot). 

The second camera was put on the student’s left, 3m far and 1.16m height so that it can vertically record the 

motion scope of the student including the beginning and ending motion points of the whole movement including 

the variables of (Hip angle, High CenterofGravity, and the distance between the hand and foot). 

Pre-Tests and Measurements 

Pre-tests and measurements were made in 21st of December, 2016, which included the technical performance of 

the (Front-Hand Somersault), and the studied variables. 

Credentials 

8 Credits were applied to both of the groups, two credits per week. The students were trained the stages of the 
skill using the sponges in each stage, geometrically. However, the original group was trained using the 

conventional means and the same number of credits. 

 

First: Rectangular Sponge Piece 

The researchers prepared a rectangular-shaped sponge with the following dimensions: 1m length, 55cm width, 

60cm height. The sponge flexibility was of average pressure, and a 5cm-height sponge was added, of the same 

length and width, but of higher pressure, the regular pressure sponges in order to preserve the safety of the 

students and absorb the falling pressure while performing the skill. The student, using these pieces of sponges, 

apply the flying phase and then standing on her hands, and this is the first phase or stage of the skill, then 

pushing the ground with the hands and performing the second phase of flying. 

 

Second: Two Triangular, different shaped Sponges 

After giving the learners several attempts to do the skill on the rectangular sponge. After that, the students shift 

to learn on two triangular, differently shaped sponges. The first sponge is 1m, 1.4m , 1.7m, and of 80cm height. 

However, the second piece: 75cm , 1.1m , 1.4 , and of 70cm height. The students apply the second phase using 

these two pieces then landing. An inclination of the body at the head of the triangle sponge so that it can help 

pushing the student upwards so that she can get up again and return to original posture. 

The reason why the two sponges are different in shape is that it may fit the students’ different shapes and sizes 

and the gravity center of the individual samples. A carpet was added around the sponges to increase the safety 

level while applying the skills. The dimensions of the carpet were: 2m , 2m , 5m. 

 

 
Figure 1 – Geometric Sponges  

  

Third: Performing the regular Front-Hand Somersault Skill 

After training the students to perform the skill in the previous stages, the student is now ready to perform the 
skill in the regular way, and making the needed corrections in order to get the best possible results. 

Posty Tests  



 
 
 
 
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49 
 

The Posty measurements and tests were performed in 29th of January, 2017, including all the variables related to 

the preliminary tests. 

Statistical methods 

The SPSS program was used. 

 

The results 
After processing the preliminary and posty tests and statistically processing them, and in order to evaluate the 

technical performance of the Front-Hand Somersault according to certain kinetic variables, the data was 

analyzed using the statistical program SPSS. The results indicated that there are many abstract differences 

between the preliminary and the posty tests of the study variables favoring the experimental group. 

 

Table (1):Displaying the average, Standard Deviation, T value, and the statistical results of the study 

variables.  

Statistical 

Results 

Sig T 

Value 

Original GRP Experimental 

GRP 

Measurement 

Units 

The Variables 

Morale 0.002 4.47 0.72 6 0.707 8 Degree Balance      

Morale 0.020 2.88 0.44 2.60 0.54 3.60 Degree Coordination 

Morale 0.011 3.26 4.92 71.40 7.56 58.20 Cm Flexibility 

Morale 0.017 3.02 6.98 155.40 5 167 Degree Hip Angle  

Morale 0.000 7.14 0.03 1.33 0.04 1.17 Meter Hand-Foot distance  

Morale 0.012 3.25 0.17 1.20 0.63 1.30 Meter High Centerof 

Gravity While 

mid-air  

Morale 0.016 3.02 0.83 5.20 0.83 6.80 Degree Performance. 

 

Discussion: 
Table (1) shows that the difference between the two groups are abstract favoring the experimental group. The 

abstract value (sig) is less than the Morale degree (0.05). 

The reason why there is such a difference is that the rectangular sponges helped the students measure the proper 

distance between the hand and the foot in the first flying phase and shifting the body weight towards the hands, 

creating a push force from the legs towards the hands which provides the student with the needed force for the 

circulation(11). However, the remaining phases of the skill (the second flying phase and the landing) on the 

triangular sponges that helped adjusting the hip angle as well as determining the height of the body weight 

center during while mid-air, and improving the push by one or two legs, as well as the arms. This is not a central 

pushing force that results in flying along circulation(12). The student applied the phases using the sponges in 

order to learn the needed corrections while performing the skill to adjust the hip angle, the elevation of body 

weight center while mid-air, and by repeating the attempt several times in order to memorize the skill and sync 

all the moving parts (13), and reaching the best possible performance. Applying the different phases of this skills 
on the sponges provided the students with a better chance to perform the skills easily and according to all the 

required angles, keeping all the body parts in sync in order to perform the whole skill with less mistakes (14) that 

can be avoided and work on correcting them. This process had given a feed-back and saved the coach time and 

effort in the learning process and in order to avoid injuries in the hips and back. Hence, after performing these 

applications using the sponges, the applications helped the learners reach the best possible performance for the 

experimental group and distinguished them from the original one. 

Conclusions 

Using a geometric shaped sponges on the motion and kinematics variables to perform the front-hand somersault 

skill. Using the kinetic analysis helps determining the points of weakness and those of strength in the students. 

Improving the motional characteristics have positively reflected on improving the skill learning process for the 

students. 

Recommendations 

Emphasizing the importance of the hip angle and the distance between the rising leg and the hands, as well as 

the elevation of the body weight center for they have a great positive effect on improving the performance of the 

front-hand somersault skill. Using the motional analysis to follow up the improvement in the kinetic variables 

and working on determining the points of strength and those of weakness. It is also possible to use the studied 

methods with other samples in order to improve the learning process of the front-hand somersault skill. 

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Copyrights  

Copyright for this article is retained by the author(s), with first publication rights granted to the journal. This is 

an open-access article distributed under the terms and conditions of the Creative Commons Attribution license 

(http://creativecommons.org/licenses/by/4.0/). 

 

 

 

 

 

 


