









































Pa
ge

 
1



Pa
ge

 
33

American Journal of  Physical Education 
and Health Science (AJPEHS)

The Effect of  Educational Exercises Using the Ashur Model on Sensory-Motor Perception 
and Learning Some Skills on the Floor Movement Mat and the Vaulting Platform in Artistic 

Gymnastics for Female Students
Abeer Ali Hussein1*

Volume 2 Issue 2, Year 2024
ISSN: 2992-9679 (Online) 

DOI: https://doi.org/10.54536/ajpehs.v2i2.3536
https://journals.e-palli.com/home/index.php/ajpehs

Article Information ABSTRACT

Received: August 24, 2024

Accepted: September 22, 2024

Published: September 26, 2024

The journey to improving athletic ability is a crucial one, as it teaches individuals how to 
reach their peak performance through dedicated practice, training, and repetition. The key 
to success in any educational pursuit lies in the trust between student and instructor, as well 
as the ability of  the instructor to inspire a passion for learning. Just like lesson planning, 
effective work cannot be achieved without following established educational models 
and procedures. The intricacies of  lesson planning involve setting educational goals and 
choosing the best methods to achieve them. Additionally, teachers must also engage with 
their students’ minds, shaping their perspectives and values in a positive manner. In today’s 
rapidly evolving world, it is crucial for teachers to maintain accuracy and precision when 
planning lessons. By utilizing educational models and exercises, teachers can effectively 
manage their time and continuously develop their practical and educational capabilities. 
Through careful planning and implementation, teachers gain valuable experience that allows 
them to select the most effective teaching strategies and means to achieve their goals. This 
also enables them to adapt and find alternatives for any shortcomings in their methods, 
leading to a sense of  confidence and innovation. By incorporating modern exercises and 
utilizing models such as the Ashur model, which focuses on designing a comprehensive 
learning and planning program, teachers can create a dynamic and engaging educational 
experience for their students. This model takes into account the characteristics of  learners, 
sets goals and standards, and uses a variety of  educational materials and strategies to foster a 
meaningful response from students. With this approach, teachers can eliminate the mundane 
routine of  traditional methods and achieve successful and fruitful results.

Keywords
Artistic Gymnastics, Ashur 
Model, Educational Exercises,
Female Students, Skills

INTRODUCTION 
Artistic gymnastics is a core component of  physical 
education programmes; the sport demands a solid 
foundation in fundamental skills that can’t be built up 
through casual practice alone; this, in turn, necessitates 
a well-thought-out approach that makes efficient use 
of  time and energy. This is why individuals responsible 
for education have sought wide range of  strategies to 
improve it. Thanks to the combined efforts of  instructors 
and students, this sport has come a long way, particularly 
on an international stage, elevating its already stunning 
technical performance and increasing the difficulty of  
this beautiful sport. As a result, numerous educational 
approaches have emerged in this domain, one of  which 
is the Ashur model, with the goal of  shifting the focus 
and responsibility for learning from the instructor to 
the student. Artistic gymnastics is one of  the individual 
games with talents that are defined by difficulty in 
performance, and the evolution of  modern gymnastics’ 
efficacy has been more challenging and sophisticated than 
other activity techniques in recent years. This study aims 
to identify the effects of  educational exercises utilising 
the Ashur model on sensory-motor perception, as well as 
on the acquisition of  abilities on the artistic gymnastics 
vaulting platform and the floor movement mat, in female 
students. As a gymnastics instructor and observer of  the 

sport’s training and education systems, the researcher 
noticed a gap in the students’ skill development at the 
University of  Karbala’s College of  Physical Education 
and Sports Sciences. She reasoned that students get 
bored with the same old boring models of  instruction 
and their performance suffers as a result. So, she set out 
to fill this gap by developing her own model of  effective 
student skill acquisition. A key reason for learning artistic 
gymnastics’ efficacy is that pupils have a hard time and 
aren’t very good at picking up the necessary abilities. As 
a result, the researcher starts to wonder if  the absence of  
contemporary instructional approaches in the classroom 
and the failure to connect student learning to technology 
advancement could be to blame for the underwhelming 
performance on the tested abilities. This led the researcher 
to the conclusion that artistic gymnastics would be an 
ideal setting for the first application of  the Ashur model 
of  sensory-motor perception in the classroom.

Objectives
• Tutoring female pupils in artistic gymnastics on the 

jumping platform and fundamental movement mat, as 
well as developing instructional exercises based on the 
Ashur paradigm of  sensory-motor perception.

• How teaching artistic gymnastics to female pupils via 
the Ashur model affected their sensory-motor perception 

1 University of  Karbala, College of  Physical Education and Sports Sciences, Iraq
* Corresponding author’s e-mail: imadbiotechnology@gmail.com 



Pa
ge

 
34

https://journals.e-palli.com/home/index.php/ajpehs

Am. J. Phys. Educ. Health Sci. 2(2) 33-39, 2024

and their ability to learn certain skills on both the floor 
and the jumping platform.

Research Hypotheses
• Instructional activities based on the Ashur model 

improve female gymnasts’ sensory-motor perception 
and help them master the front-hand jump on the floor-
movement mat.

• Differentiating between the control and experimental 
groups to determine which one had a more favourable 
impact

Research Areas
Human field: Third-year female students in the College 
of  Physical Education and Sports Sciences, University of  
Karbala

• Time field: 9/15/2024 to 11/29/2024
• Spatial field: Hall of  the College of  Physical Education 

and Sports Sciences, University of  Karbala - closed hall

MATERIALS AND METHODS
How to do research depends on the situation’s specifics, 
the study’s aims, and the working hypotheses. As the 
definition puts it, “a method of  thinking and working that 
the researcher adopts to organise, analyse and present his 

ideas with the aim of  reaching reasonable results and 
facts about the phenomenon that is the subject of  the 
study” sums up methodology.
Given the nature of  the problem and the study’s objectives, 
the researcher employed the experimental technique by 
creating equal groups and administering pre- and post-
measurements. This was done since it is the most reliable 
way to obtain accurate data.

Research Community and Sample
For the academic year (2023–2024 AD), forty students 
(representing 51.9% of  the total) from the College of  
Physical Education and Sports Sciences at the University 
of  Karbala served as the research community’s de jure 
determinants. As a result, we split the population into 
an experimental and a control group. Fifteen female 
students made up both the experimental group and the 
control group.

Sample Homogeneity
Before starting to implement the educational curriculum, 
the researcher resorted to verifying the homogeneity 
of  the research sample in the variables related to 
morphological measurements, which are (height, weight 
and age), as shown in Table 1.

Table 1: This demonstrates that the research sample is uniform with respect to the three variables under consideration 
(age, weight, and height)
Coefficient of  
skewness

Standard deviation Median Arithmetic mean Unit of  
measurement

Variables

0.80 4.30 171 172.15 Cm length
0.54 5.54 73.50 74.50 Kg weight
0.81 0.74 20 19.80 ةنس Age

Table (1) shows that the values of  the skewness coefficient 
are between (±1), which indicates the homogeneity of  
the research sample individuals in these variables, i.e. the 
normality of  their distribution.

Research Methods, Devices and Tools Used
Research Methods

• Sources and references.
• Personal interviews 
• Observation.
• Tests and measures.

Equipment and Tools Used
1- Acer computer, number (1).
2- Floor mats, number (20).
3- Jumping platform, number (2).
4- Glove, number (2).
5- Sony camera, number (1).
6- Educational bench, number (2).
7- Trampoline, number (2).
8- Wooden box, number (2).
9- Educational pony, number (2).
10- Magic pen, number (1).
11- Technical performance evaluation forms for skills.

Field Research Procedures
Procedures for Determining the Skills of  the Floor 
Mat and the Vaulting Platform

• This study aimed to assess the level of  floor mat 
and vaulting platform skills among second-stage 
female students at the College of  Physical Education 
and Sports Sciences - University of  Karbala. To do 
this, the researcher compiled the relevant curriculum 
from this level’s lessons, put them in a questionnaire, 
and then sent it to a panel of  gymnastics experts 
and specialists for feedback. The goal was to identify 
the most important skills for the students to work 
on and use those as dependent variables. As part 
of  the preparation process, the researcher created a 
performance evaluation form and had it reviewed by 
three artistic gymnastics professionals to ensure its 
validity. Relying on the assessment of  three arbitrators, 
the results demonstrated that there was full agreement 
on the form’s validity at a rate of  (100%) after collecting 
and transcribing the data. After removing the scores of  
two arbitrators, we calculated the median grade based 
on how well each student executed the floor mat and 
vaulting platform abilities covered in the first semester’s 
lesson plan. Experiment number three to five:



Pa
ge

 
35

https://journals.e-palli.com/home/index.php/ajpehs

Am. J. Phys. Educ. Health Sci. 2(2) 33-39, 2024

• An exploratory experiment was carried out on 
Monday, September 18, 2024, at ten in the morning in 
hall 1-Gymnastics affiliated to the College of  Physical 
Education and Sports Sciences / University of  Karbala. 
The purpose of  the experiment was to confirm the steps 
of  scientific research and to determine the accuracy and 
validity of  the related work. A random sample of  five 
students from the second stage was used, along with 
the extraction of  scientific foundations for the skills 
evaluation form, which were characterised by reliability 
and honesty. The experiment aimed to identify the 
following:

• Being aware of  how long it takes to teach the exercises 
and take pictures of  the class so you can see how well 
they did.

• The fitness of  the athletic facility and its apparatus for 
carrying out the preliminary investigation.

• Instructing the assistant team on how to carry out the 
exercises and making sure their work is organised.

• Being aware of  potential reasons and challenges that 
may arise during exercise implementation.

• Being aware of  the appropriateness of  the instruments 
and making sure that pupils are safe.

• How well students grasp the scale vocabulary and are 
able to apply the techniques.

• Checking the data-recording form for authenticity

Scientific Foundations of  the Questionnaire
First: Validity of  the Questionnaire
The degree of  validity is “the most important factor for the 
quality of  tests and scales”. The floor movement mat and 
jumping platform skills assessment questionnaire under 
study gained content validity when it was presented to a 
group of  experts to approve its suitability in determining 
each student’s score on the skills.

Second: Form Reliability
When deciding on and implementing a test or data 
collecting procedure, reliability—which is defined as “the 
degree of  confidence we can place in the results of  our 
measurements”—is crucial. The reliability coefficient of  
the gymnastics skills performance evaluation form was 
determined by administering the form to five students as 
part of  the exploratory experiment once after seven days 
and then administering it again. With a value of  0.861, the 
simple correlation coefficient (Spearman) demonstrated 
a good level of  reliability. With a degree of  freedom of  
3 and a significance level below 0.05, the computed (t-r) 
test for reliability coefficient (2.54), which is greater than 
its tabular value of  2.02, confirms that the form enjoys a 
high and reliable degree of  reliability.

Preparing Exercises for the Ashur Model
• The researcher used scientific sources and the findings 

from the exploratory experiment to create the exercises.
• The following, then, are the particular drills for 

each ability that were settled upon throughout the field 
procedures:

• The researcher has designed four exercises for each 
skill; these will be taught in the gymnastics hall at the 
College of  Physical Education and Sports Sciences/
University of  Karbala.

• The programme will run for eight weeks, with two 
units per week, for a total of  sixteen educational units. 
This lines up with what Klinzing and Sharky have said, 
that in order to see performance improvement, the 
number of  units per week should be between two and 
three, and that the number of  weeks should be at least six.
The practical portion of  the main educational unit lasts 
fifty minutes and is where the exercises will be presented, 
with the subject teacher and the researcher supervising.
The artistic gymnastics apparatuses (front and back rolls, 
handstands, human wheels, front handsprings, open 
platform jumps, and platform jumps) were introduced 
and shown in a straightforward manner throughout 
the instructional courses. The instructional portion 
accounted for fifteen minutes of  the primary segment. 
The complete technique is first demonstrated, and then 
the key points and specifics of  each step in performing 
the talent are covered, including the proper placement of  
the hands, head, trunk, tension, and so on. When a skill is 
introduced to a student, he or she must first grasp the big 
picture before breaking it down into its component parts. 
This way, the student can fully grasp the skill, even if  it’s 
taught in a simplified form.
Based on his findings from the preliminary experiment, 
the researcher followed the protocol of  progressively 
more challenging exercises after completing easier ones, 
up to the compatibility stage. He then used the allotted 
time of  12.5 minutes to complete each exercise. He 
told the student he could only do the exercise after he 
found his spot among his classmates. The exploratory 
experiment determined that a 5-count deep breathing 
break in between repetitions is enough to regain their 
mental and physical power.
Gloves, educational benches, trampolines, sponge 
mats, wooden boxes, an educational pony, and a 
geometric figure drawn on the ground were among the 
supplementary tools employed by the researcher. The 
results are displayed in the appendix (6).

Pre-Test
Two introduction units regarding the job and the chosen 
skills were conducted by the researcher. On Tuesday, 
September 24th, 2024, the first introductory unit took 
place, and on Wednesday, September 25th, 2024, the 
second. After that, she started by administering a pre-test 
to forty female students from the College of  Physical 
Education and Sports Sciences / University of  Karbala 
who were part of  the basic sample for the research 
variables. She then collected data using specialised 
forms in order to reveal the equivalence of  the two 
groups through statistical processing. section 3-7-1-
2 The two research groups are on equal ground: The 
researcher wanted to find out if  the two groups (control 
and experimental) were similar in terms of  the study’s 



Pa
ge

 
36

https://journals.e-palli.com/home/index.php/ajpehs

Am. J. Phys. Educ. Health Sci. 2(2) 33-39, 2024

variables, so she calculated the means and standard 
deviations for each group and for all the learning-related 
variables (gymnastics skills). Based on the statistical 
analysis, there were no significant differences between the 
two groups’ arithmetic means for any of  the variables, 

proving that the two groups were statistically equivalent 
across the board. This was determined by utilising the 
t-test for independent and similar samples. Section 2 of  
the table.

Table 2: Shows the equivalence of  the two research groups (control and experimental) in the variables studied
Significance Significance 

Level
Calculated 
t-Value

Standard 
Error

Deviations Means Sample Variables

Random .506 -.838 .14406 .66019 د 3.9841 20 Experimental Human 
wheel.11925 .53332 د 4.1252 20 Control

Random .455 -.634 .13638 .62499 د 3.9127 20 Experimental Jumping 
Open.11166 .49934 د 4.0250 20 Control

Random .522 -.777 .13431 .61547 20 د 3.9484 Experimental Jumping 
jack.10832 .48441 د 4.0733 20 Control

Random .522 -.777 .13431 .61547 د 3.9484 20 Experimental Handstand
.10832 .48441 د 4.0743 20 Control

Random .535 -.738 .13365 .61244 د 3.9365 20 Experimental Front 
jump.10779 .48206 د 4.0594 20 Control

Random .547 -.765 .13394 .61377 د 3.9444 20 Experimental Forward 
roll.10796 .48280 د 4.0699 20 Control

Random .545 -.761 .13385 .61336 د 3.9431 20 Experimental Back roll
.10788 .48245 د 4.0675 20 Control

The experimental group did activities based on the Ashur 
model of  sensory-motor perception, while the control 
group stuck to the subject teacher-approved style of  
instruction. The instructional units were introduced over 
the course of  eight weeks, with a weekly rate of  two units. 
Consequently, sixteen educational units were a part of  the 
programme. The programme started on Monday, which 
is equivalent to 10/25/2024, and it ended on Sunday, 
which is equivalent to 11/27/2024. The educational 
units utilised modern teaching approaches and methods 
for female students during the main section of  the 
unit, as well as specialised exercises for learning artistic 
gymnastics skills. The researcher was quite concerned 
that the activities should not exceed the skill levels of  the 
female pupils. Aside from the portion of  the educational 
unit dealing with the educational and applied activity, 
where each group conducts its own application and 
practice, there should be no distinction between the two 
groups throughout the entire unit. 

Post-Test
On Thursday, 11/28/2024, the researcher administered 
a post-test to the entire basic experimental sample, 
including both the control and experimental groups, using 
the same conditions and specifications as the pre-test. 
The purpose of  this was to collect data in preparation for 
statistical processing, after the experimental group had 
completed the Ashur model in sensory motor exercises, 
which included sixteen educational units.

Statistical Methods
The researcher used the Statistical Package for Social 
Sciences (SPSS) to process the data.

RESULTS AND DISCUSSION
Presentation of  the Results of  the Pre- and Post-
Measurement Differences for the Research Sample 
Members
By comparing the pre- and post-test scores of  the 
control and experimental groups, the researcher hoped to 
determine whether instructional exercises based on the 
Ashur model improved the sensory-motor perception 
of  female students and whether they learned any new 
skills on the artistic gymnastics jumping platform or floor 
movement mat.
The findings of  the control group’s pre- and post-
tests for the studied skills are displayed, analysed, 
and discussed: The researcher wanted to find out if  
the control group’s pre- and post-test scores were 
different, so she used statistical methods to analyse 
the data from both sets of  measurements and find 
out how the variables (curled front jump, back jump, 
handstand, human wheel, open springboard jump, close 
springboard) were distributed. Then, to accomplish this 
and determine the significance of  the changes between 
the pre-and post-measurements, she utilized the (t) 
test for correlated and equal-numbered samples as a 
statistical tool, as indicated in Table (3).



Pa
ge

 
37

https://journals.e-palli.com/home/index.php/ajpehs

Am. J. Phys. Educ. Health Sci. 2(2) 33-39, 2024

According to the study’s author, pupils’ acquisition of  
foundational abilities on the artistic gymnastics leaping 
platform and floor exercises mat is influenced by the 
pedagogical approach used by the instructor. This 
progress was credited by the researcher to the members 
of  the control group who followed the subject teacher’s 
instructional approach, which included suitable repetitions 
with the lessons, continuous exercises tailored to each 
student’s abilities, and a progressive level of  difficulty 
for the movements and skills that were performed by all. 
This lines up with the findings of  (Najah Mahdi Shalash 
and Akram Muhammad, 2000) which state that repetition 
and practice are crucial in learning and development. 
A person’s ability to learn, develop, and choose a skill 
depends on his or her training, which is essential for 
controlling one’s own movements and coordinating 
the many movements that comprise a skill in a logical, 
sequential, and timely fashion.

Presented, Analysed, and Discussed are the 
Outcomes of  the Experimental Group’s Pre- and 
Post-tests
The researcher conducted a statistical analysis to 
determine the average and standard deviation values for 
each of  the variables under study and research. These 
variables included the following: human wheel, open 
jump on the jumping platform, combined jump on the 
jumping platform, handstand, front jump, front roll 
curled, and back roll curled. The goal was to identify any 
differences between the pre- and post-measurements of  
the experimental group members. Table 4 illustrates 
the results of  her statistical analysis, which included 
the following steps: determining the significance of  
the differences; and determining if  the differences 
and disparities are attributable to a real difference or 
to chance. She employed the (T) test for correlated 
samples.

Table 3: Shows the difference between the pre- and post-measurements of  the control group members for the skills studied
Significance 
Level

Calculated 
t-Value

Mean 
Difference

Standard 
Error

Deviations Sample Means Variables

.000 9.592 2.20750 .21527 .96270 20 After د 6.3325 Human 
wheel.12133 .54262 20 د 4.1252 Before

.000 10.436 2.55800 .23331 1.04342 20 د 6.5830 After Jumping 
Open.11150 .49865 20 د 4.0250 Before

.000 11.360 2.14150 .19343 .86505 20 د 6.2160 After Jumping 
jack.10875 .48634 20 د 4.0733 Before

.000 7.838 2.06700 .24902 1.11365 20 د 6.1415 After Handstand
.10875 .48634 20 د 4.0743 Before

.000 6.539 2.03250 .29180 1.30495 20 د 6.0915 After Front jump
.10785 .48233 20 د 4.0594 Before

.000 9.374 2.43050 .23848 1.06653 20 د 6.4995 After Forward 
roll.10820 .48388 20 د 4.0699 Before

.000 8.855 2.34150 .23053 1.03096 20 د 6.4085 After Back roll
.10819 .48382 20 د 4.0675 Before

*Note that the table value of  the (T) test at a significance level of  (0.05) and a degree of  freedom of  (19) equals (2.02).

Table 4: Shows the difference between the pre- and post-measurements of  the experimental group members for 
the skills studied
Significance 
Level

Calculated 
t-Value

Mean 
Difference

Standard 
Error

Deviations Sample Means Variables

.000 13.426 3.05833 .21333 .95402 20 After د 7.0583 Human 
wheel.15043 .67274 20 د4.1252  Before

.000 12.356 3.34983 .20924 .93577 20 د 7.2583 After Jumping 
Open.14318 .64033 20 د4.0250  Before

.000 12.053 3.11783 .19405 .86783 20 After د 7.0708 Jumping 
jack.14099 .63051 20 Before د4.0733 

.000 12.962 3.25533 .22127 .98953 20 After د 7.2083 Handstand
.14099 .63051 20 Before د 4.0743

.000 11.774 3.24383 .20480 .91591 20 د 7.1833 After Front jump
.14025 .62724 20 د 4.0594 Before



Pa
ge

 
38

https://journals.e-palli.com/home/index.php/ajpehs

Am. J. Phys. Educ. Health Sci. 2(2) 33-39, 2024

It has been confirmed that the Ashur educational model 
has a notable impact on sensory motor perception and 
the acquisition of  basic jumping skills on the floor 
movement mat and jumping platform. This is because 
the educational units incorporate exercises that target the 
maximum number of  muscles, such as a wide range of  
motions for the trunk, arms, legs, and head, as well as 
variations in speed, repetition, and distance. As a result, 
the members are able to learn and perfect skills such as 
forward and backwards rolling, the human wheel, standing 
on their hands, the front hand jump, the combined jump 
on the jumping platform, and the open jump on the 
jumping platform. This proves that the instructional 
units’ exercises helped students acquire and develop 
fundamental skills on the leaping platform and floor 
exercise mat. The researcher believes that the students’ 
responses to all learning needs during the educational 
units are the most effective way to emphasise energies, 
maintain the level, and achieve goals, and that this is why 
they learned and acquired the abilities under study. The 
effort of  an athlete is more likely to be effective and less 
likely to be disregarded if  he or she trains with a definite 
objective in mind (Nizar Al-Talib and Kamel Louis, 2000). 
If  the athlete wants to get the most out of  their workout 
and know how far they’ve come, it’s the sports educator’s 

job to help them create attainable goals. (Mohammed 
Barakat, 1984) showed that “sensory preferences in 
learning are more influential and require the teacher to 
use his personality completely, and that making him aware 
of  the results of  his work and comparing him with his 
colleagues and realising the extent of  his progress or 
delay is considered one of  the strongest motivations for 
learning, while it was found that neglecting the learner 
and not making him feel his position or caring about the 
extent of  his progress or delay is likely to lead the learner 
to boredom and laziness” .

Presented, Analysed, and Discussed are the 
Outcomes of  the Post-Measurements Conducted by 
both Organisations
Table (5) shows that in order to achieve the fourth 
objective of  the study, which is to determine which group 
favoured learning the skills under study, the researcher 
sought to extract the values of  the arithmetic mean and 
standard deviation of  the data from the control and 
experimental research groups after the measurement. 
The (t) test for independent and equal samples in number 
was used as a statistical tool to accomplish this goal. The 
calculated (t) value is the criterion for judgement based on 
comparisons with its tabular value.

.000 10.982 3.16033 .21264 .95095 20 د 7.1083 After Forward 
roll.14062 .62886 20 د4.0699  Before

.000 11.567 3.25300 .20824 .93126 20 د 7.2000 After Back roll
.14050 .62834 20 د4.0675  Before

*Note that the table value of  the (T) test at a significance level of  (0.05) and a degree of  freedom of  (19) equals (2.02).

Table 5: Shows the difference between the dimensional measurements of  the individuals in the control and 
experimental groups for the skills studied
Significance Significance 

level
Calculated 
t-value

Standard 
Error

Deviations Means Sample Variables

Significance .012 2.639 .21333 .95402 د7.0583 20 Experimental Human 
wheel.21527 .96270 د 6.3325 20 Control

Significance .014 2.549 .20924 .93577 د7.2583  20 Experimental Jumping 
Open.23331 1.04342 د 6.5830 20 Control

Significance .003 3.120 .19405 .86783 د 7.0708 20 Experimental Jumping 
jack.19343 .86505 د 6.2160 20 Control

Significance .003 3.203 .22127 .98953 د 7.2083 20 Experimental Handstand
.24902 1.11365 د 6.1415 20 Control

Significance .004 3.063 .20480 .91591 د 7.1833 20 Experimental Front 
jump.29180 1.30495 د 6.0915 20 Control

Significance .016 2.391 .21264 .95095 د 7.1083 20 Experimental Forward 
roll.23848 1.06653 د 6.4995 20 Control

Significance .015 2.548 .20824 .93126 د 7.2000 20 Experimental Back roll
.23053 1.03096 د 6.4085 20 Control

*Note that the table value of  the (T) test at a significance level of  (0.05) and a degree of  freedom of  (19) equals (2.02).



Pa
ge

 
39

https://journals.e-palli.com/home/index.php/ajpehs

Am. J. Phys. Educ. Health Sci. 2(2) 33-39, 2024

The researcher attributes the successes of  the 
experimental group in the abilities tested (forward and 
backwards rolling, handstand, human wheel, front jump, 
jumping together on the springboard, jumping open on 
the springboard) to the statistical analyses of  the post-
measurement data for the two groups: the control group 
that followed the subject teacher’s instructional method 
and the experimental group that used sensory-motor 
exercises. The experimental group’s students clearly 
outperformed the control group’s students who followed 
the subject teacher’s method of  instruction because 
the exercises he designed for them were more tailored 
to the students’ individual learning styles. This allowed 
each student to acquire the skill in a way that best suited 
him. Because most gymnastics skills are challenging for 
beginners to perform, the researcher divided the sample 
into two groups based on the participants’ preferences for 
sensory motor skills; this allowed them to tailor the skill 
delivery to each group’s individual needs. This is a crucial 
component for perception to take place, which follows 
feeling of  stimuli, or taking in input and creating a mental 
model of  the skill’s motor programme. Since the senses 
play such a significant role in motor skill acquisition 
and performance improvement, it follows that a novice 
learner needs good perception—just the translation of  
sensations—to understand the ins and outs of  a certain 
ability before he can practice it. If  one’s visual, aural, and 
sensory faculties are well-developed, one’s perceptions 
will be more accurate, leading to more fruitful practice 
and learning. The second rationale is that the students in 
the experimental group were able to put into practice the 
artistic gymnastics abilities they were learning through the 
researcher-provided instructional exercises that were a part 
of  the curriculum. The researcher’s use of  instructional 
resources such as a glove, a wooden box, an educational 
pony, and a trampoline—all of  which played an important 
role in the development of  the student’s motor skills and 
skill mechanism—increased the frequency with which the 
student attempted to repeat the exercise while decreasing 
the frequency with which they made mistakes. The fact 
that “the educational units are integrated with educational 
and training tools and methods” lends credence to this. 
These exercises were chosen by the researcher because 
they were low-risk compared to other motor activities, 
they don’t call for any particular skills, tools, or location, 
and they can be practiced by as many people as possible 
simultaneously without requiring a lot of  advance 
planning or exceptional talent. This is related to the fact 
that “setting goals” (Mohammed Hassan Alawi, 2001) 

Increased desire and an effort to overcome challenges 
and barriers, along with greater excitement and tenacity, 
prevent boredom and signs of  exhaustion from setting in 
for the learner. 

CONCLUSION
During the instructional portion of  the primary 
educational units, the experimental group in (sensory-
motor perception) concentrated on the motor 
performance of  the skill. Consequently, the group 
learned through its preferred sensory system, which made 
learning more engaging and fun. This helped eliminate 
the monotony and boredom that can set in when teaching 
methods fail to consider individual differences. 

REFERENCES
Alawi, M. H., & El-Din, M. N. (2000). Measurement in 

physical education and sports psychology (2nd ed.). Dar Al-
Fikr Al-Arabi.

Alawi, M. H. (2001). Psychology, training and sports 
competition. Dar Al-Fikr Al-Arabi. International Journal 
for Equity in Health, 20(1).

Al-Talib, N., & Louis, K. (2000). Sports psychology. 
University of  Mosul. Dar Al-Kutub for Printing and 
Publishing, 17(1), 1–13.

Barakat, H. K. (1984). Educational psychology. Kuwait. 
Dar Al-Ilm for Printing and Publishing, 37(2).

Ghazi, B. H. (2004). The effect of  a proposed method 
using auxiliary means in developing the skills of  the 
smash serve and smash hit in volleyball for youth 
(Master’s thesis). University of  Babylon, College of  
Physical Education. Annual Review of  Clinical Psychology, 
12(1), 465–488. 

Khattab, A. M. (1997). Exercises for girls. 8th ed. Cairo. 
Dar Al Maaref. International  Journal  for  Equity  in   
Health,   20(1).

Omar, M. A. (2010). Psychological and educational 
measurement. Amman. Dar Al-Masirah for 
Publishing, Distribution and Printing. International 
Journal of   Psychology, 48(5), 891–899

Qahtan, I. (2007). The effect of  concentration exercises 
and mental imagery on the accuracy and speed of  
response to some complex offensive movements of  
foil (Master’s thesis). University of  Baghdad, College of  
Physical Education for Girls, 10(1), 98.

Shalash, N. M., & Mohammed, A. (2000). Motor Learning. 
University of  Mosul. Dar Al Kotob for Printing and 
Publishing. Sport  Management  Review,  24(3).


