


































 Global Journal of Education and Allied  

Research (GJEAR) 
Volume.15, Number 8; August-2024; 

ISSN: 2837-3707 | Impact Factor: 7.80 

https://zapjournals.com/Journals/index.php/gjear  

Published By: Zendo Academic Publishing 

 

 

pg. 15 

THROWING BODY MECHANICS AND WELL-BEING AMONG DISCUS 

THROWING STUDENTS 
 

 
1Li Zhuowei 

 

Article Info  Abstract 

Keywords: throwing body 

mechanics, well-being, discus 

throw 

 

DOI 

10.5281/zenodo.13600146 

 This study investigated body mechanics, psychological well-being, and 

discus throw performance of 154 university students enrolled in a 

Physical Education (PE) course at a university in China during the first 

semester of AY 2023–2024. A nonrandomized selection process was 

employed to ensure that participants met predetermined criteria, 

including enrollment in a PE course involving discus throwing, 

absence of health conditions, and a minimum trial throw of 20 meters. 

The majority of participants were male, aged between 18 and 21 years, 

and comprised sophomores from various schools within the university. 

A descriptive analysis of students’ throwing body mechanics revealed 

a proficient performance level based on the assessed indicators: 

holding the discus (advanced), approach (proficient), throwing 

(proficient), and follow-through motion (proficient). Students 

exhibited moderate agreement with statements related to psychological 

well-being dimensions, indicating room for improvement. The discus 

throws performance of students demonstrated good performance but 

with notable variability among individual performances. 

A correlational analysis revealed significant associations between 

throwing body mechanics and discus throw performance, 

psychological well-being, and discus throw performance, and throwing 

body mechanics and psychological well-being. 

These findings underscore the importance of holistic approaches to 

student development, emphasizing both physical and psychological 

aspects. Targeted interventions aimed at enhancing throwing 

techniques and promoting psychological well-being could optimize 

discus throw performance and overall student well-being. This study 

provides valuable insights for educators and practitioners seeking to 

                                                 
1 Adamson University Graduate School  

https://zapjournals.com/Journals/index.php/gjear


Global Journal of Education and Allied Research (GJEAR) Vol. 15 (8) 

 

pg. 16 

optimize athletic performance and holistic student development in 

university settings. 
 

1.  Introduction 

Introduced in Ancient Greece as early as 708 BC, the discus throw is one of the most popular track and field 

events. It is a sport in which an individual throws a heavy disc (the discus) as far as possible. It is a complex 

movement that requires a combination of physical strength, technique, coordination, and body mechanics.  

Several studies have investigated how variables like angle, velocity, and body positioning affect discus throw 

performance. Similarly, numerous studies have revealed the significance of well-being and mental health in 

optimizing athlete potential and promoting holistic health. However, the relationship among all these important 

variables remains to be fully explored, particularly concerning non-athletes.  

Considering physical education students performing discus throws as part of their course, what is the relationship 

between their discus throw performance and their well-being? How do body mechanics affect throwing 

performance? Exploring these questions could help uncover more innovative ways to maximize student potential 

and encourage healthy lifestyles.  

1.1. Background of the study 

Apart from well-being, which is a psychological component, it is commonly acknowledged that the interaction 

between athletes and their body mechanics when throwing has a significant influence on their overall performance 

(Frossard, 2012). Body mechanics encompasses various parameters, including the movement patterns, 

coordination, and biomechanical principles involved in executing an effective discus throw. Proper body 

mechanics optimize energy transfer, generate power, and ensure efficient energy transfer.  

Numerous studies have been conducted to investigate the body mechanics, techniques, and technical tasks 

associated with discus throwing, with the aim of optimizing athletes’ performance and overall success in sports. 

More specifically, biomechanical analyses have been conducted in recent years, focusing on different parameters, 

such as kinematic and kinetic variables like release angle, speed, and body positioning, which affect performance.   

Frossard et al. (2012) examined foot and body positioning and found that these two characteristics are essential 

mechanics in discus throwing. Tangkudung (2015) examined the relationship between arm muscle explosive 

power, body core flexibility, achievement motivation, and discus throw skill and found that there was a positive 

relationship among the variables. Maeda (2018) focused on hip-shoulder and shoulder arm separation angles. 

Hirose et al. (2017) analyzed the load characteristics of the discus, and (Maeda 2021) also examined motion 

factors like angle and velocity in discus throwing.  

However, these studies have predominantly focused on athletes, highlighting the need for further exploration of 

throwing body mechanics in the context of non-athlete learning and discus throwing. There is a need for more 

evidence about the relationship among throwing body mechanics, psychological well-being, and discus throw 

performance.  

A discus throw can be performed in a standing position, but better performance can be achieved when the discus 

is thrown following a turn. Detailed analysis of the throwing technique allows us to divide the discus throw into 

five phases: preparation—a double support phase; entry—a single support phase on the left foot; airborne phase 

(after the left foot breaks contact with the support); transition—a single support phase on the right foot (which 

ends as the left foot touches the ground) and delivery—a double support phase, which ends at release of the discus 

(Shestakov, 2019). 

Well-being has gained increasing recognition as a significant global public health concern, according to Motevalli 

(2022). Eren and Kilic (2017) pointed out that recent research has shifted its focus from solely addressing the 



Global Journal of Education and Allied Research (GJEAR) Vol. 15 (8) 

 

pg. 17 

absence of psychiatric conditions like anxiety, depression, and schizophrenia. Instead, there is a growing emphasis 

on psychological well-being, which encompasses broader aspects such as happiness, pleasure, positivity, pain 

avoidance, and overall well-being. Moreover, the literature has emphasized the importance of exploring factors 

that contribute to the well-being and sports performance of young athletes (Oliveira, 2022). The following 

describes several studies related to well-being and sports. 

Athletes, despite their role as sport performers, are fundamental human beings whose physical, mental, and social 

well-being directly impacts their overall health (Giles et al., 2020). The well-being and mental health of athletes 

are crucial for their development and performance (Schinke et al., 2018).  By and large, studying well-being in 

sports is of great importance because it offers valuable insights into the factors that contribute to athletes’ holistic 

health, satisfaction, and overall quality of life, thereby influencing their performance and success in sports. 

Furthermore, understanding the relationship between well-being and sports can guide the development of 

interventions and strategies that support athletes’ well-being and foster their long-term physical and psychological 

well-being. 

1.2. Statement of the problem 

This research explored body mechanics and well-being in the context of discus throwing in physical education 

classes. Specifically, it aims to answer the following questions: 

1. What is the level of psychological well-being of students learning the discus throw? 

2. How did the students perform in the discus throw? 

3. Is there a significant relationship between throwing body mechanics and discus throw performance in 

students? 

4. Is there a significant relationship between psychological well-being and discus throw performance? 

5. Is there a significant relationship between throwing body mechanics and students’ psychological well-

being? 

1.3. Significance of the study 

This study aimed to contribute to the existing body of knowledge by investigating the relationships among discus 

throw performance, well-being, and body mechanics among students performing discus throwing as part of their 

course. The findings are expected to benefit these stakeholders: 

Students and student-athletes: Understanding proper techniques and body mechanics can improve students’ 

performance and increase their chances of success in physical education classes or competitions. Furthermore, 

knowledge about the relationship between discus throw and well-being can help students and athletes maintain 

optimal physical and mental health, leading to a better overall sporting experience.  

Physical education instructors, coaches, and trainers: Physical education instructors, coaches, and trainers play 

a vital role in the development and training of students and athletes in sport, specifically discus throw. This study 

on body mechanics and well-being will provide valuable insights that instructors, trainers, and coaches can use 

to refine training programs, design effective exercise regimens, and prevent injuries. Moreover, the knowledge 

gained from this study can help coaches better support athletes under guidance and maximize their potential. 

Sports institutions and organizations: Athletic associations and other sports institutions and organizations can 

benefit from research on discus throw, body mechanics, and overall well-being. The findings of this study can 

inform the development of training and injury prevention strategies and contribute to the overall growth and 

success of discus throw as a sport.  



Global Journal of Education and Allied Research (GJEAR) Vol. 15 (8) 

 

pg. 18 

Academic institutions and future researchers: This research is expected to contribute to body mechanics, 

performance optimization, and well-being. It can also provide a foundation for further research and innovation in 

these areas.  

1.4. Scope and delimitation 

The study focused on discus throws as the chosen athletic event and examined how performance in this sport 

relates to student well-being and body mechanics. The study involved students at a university in China performing 

discus throws as part of their PE course.  

Data were collected during the first semester of AY 2023–2024. Additionally, the data relied on self-report 

measures of psychological well-being; thus, there are likely limitations related to self-reporting as biases and 

subjectivity may be present. Psychological well-being touches on autonomy, environmental mastery, personal 

growth, positive relationships with others, purpose in life, and self-acceptance. Furthermore, throwing body 

mechanics was observed and scored using an observational protocol; thus, observer subjectivity may be present. 

The system had four indicators—holding, approach, throwing, and following through motion. The discus throw 

performance in this study is referred to the distance reached when the discus is thrown in the field; it does not 

include the accuracy of the throw or the technique of the thrower. 

1.5.  Theoretical framework 

This study uses Ryff’s six-factor model of psychological well-being with a few modifications. This model 

provides a comprehensive theoretical framework for investigating the positive functioning of individuals—

adolescents or adults. The model proposes that psychological well-being is best assessed by six core components: 

self-acceptance, positive relationships with others, autonomy, environmental mastery, personal growth, and 

purpose. According to the Scholarly Community Encyclopedia (2023), each criterion in the Ryff Inventory 

provides a specific definition, example statement, and measure as follows: 

Autonomy: High scores suggest that individuals can rely on themselves to fulfill their goals, regardless of external 

assistance. A corresponding example statement would be “I have confidence in my opinions, even if they are 

contrary to the consensus.” 

Environmental Mastery: High scores indicate respondents’ capacity to adjust to different situations and take 

advantage of opportunities. A proficient individual in this area will have the ability to control his/her life and 

work toward his/her own goals “In general, I feel I am in charge of the situation in which I live.” 

Personal Growth: High scores indicate that respondents embrace new experiences, notice their own evolution, 

and value self-improvement. An example of this is as follows: “I think it is important to have new experiences 

that challenge how you think about yourself and the world.” 

Positive Relations with Others: High scores indicate that the individual is involved in relationships that are 

characterized by mutual understanding, close connection, and love. An example statement for this criterion is 

“People would describe me as a giving person, willing to share my time with others.” 

Purpose in Life: High scores reflect respondents’ focus on their ambitions and belief that life has significance. 

An example of this criterion is “Some people wander aimlessly through life, but I am not one of them.” 

Self-Acceptance: High scores reflect the respondent's positive attitude about himself or herself. An example 

statement for this criterion is “I like most aspects of my personality.” 

In addition, this study uses Jarver’s model (2014) to assess one’s body movement and coordination during discus 

throw. The model provides an assessment rubric in which a set of evaluation criteria is composed of relevant 

theories ranging from grasping the discus to the further stages after the throw (Jarver, 2014), which have been 

corroborated by past studies (Sinulingga, 2018). The process is done in four steps: the student gets ready sideways, 



Global Journal of Education and Allied Research (GJEAR) Vol. 15 (8) 

 

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circles the disc in a certain attitude, gets into a prefix attitude, throws the disc, and finally releases it from the 

hand. After this, the student has three chances to throw the disc, and failure is indicated if the thrower is outside 

the predetermined area or the disc does not land on a specified sector. 

2. Methodology 

This chapter presents the research method used in this study.  

2.1. Research locale 

Changsha University of Science and Technology is a multi-disciplinary university focusing on engineering, with 

coordinated development of engineering, science, management, economics, literature, law, philosophy, art, and 

other disciplines, with undergraduate and graduate education as its main body, and with post-doctoral research 

mobile stations, doctoral degree awarding rights, and master’s promotion rights.  

The school is an advanced grassroots party organization in China, a national university under the “Central and 

Western University Basic Capacity Construction Project,” one of the first batch of “Top 50 National Universities 

with Typical Experience in Innovation and Entrepreneurship,” a “Domestic First Class University Construction 

University” (Class A) in Hunan Province, a model unit for civilization in Hunan Province, and a demonstration 

school for Hunan Province’s rule of law schools. 

2.2. Sample and sampling technique 

The researcher considered students currently enrolled in physical education classes at Changsha University of 

Science and Technology, his home university, during the first semester of AY 2023-2024. There were nine PE 

classes that the researcher was handling, with an estimated 35-40 students per class. These PE students came from 

different schools within the university: the School of Mathematics, School of Hydraulic Engineering, School of 

Economics and Management, and School of Engineering.  

A nonrandomized selection with prespecified inclusion and exclusion criteria was used to recruit participants in 

this study. To qualify, students had to meet the following requirements: (1) be currently enrolled in a PE course 

that included discus throwing during the data collection period, (2) have no existing health conditions, and (3) 

pass the screening trial by throwing the discus at least 20 meters in the field. 

2.3. Data gathering procedure 

The researcher submitted a formal request to Changsha University of Science and Technology to obtain 

permission to conduct the study. Once approval was obtained, the researcher personally communicated with 

potential participants regarding their anticipated involvement in the data collection process. The participants then 

underwent a screening process to ensure they met the predetermined criteria.  this research occurred during the 

first semester of AY 2023-2024. 

The PWBS questionnaire was transformed into an electronic version using the Google Forms platform. 

Subsequently, the researcher administered the PWBS questionnaire to the eligible participants. 

Separately, a designated performance day was scheduled to evaluate the participants’ throwing body mechanics 

(movement and coordination) and their discus throw performance. The assessment of throwing body mechanics 

was conducted by a researcher or discus throw observer using the electronic Body Mechanics Assessment Rubric 

(BMAR) tool. The process for assessing the throwing body mechanics involved four steps: the student got ready 

sideways, circle-holding the disc in a certain attitude, got into a prefix attitude, threw the disc, and finally released 

it from the hand. This was carefully observed before the three discus throw attempts. 

Each student had three attempts to throw the discus, and any failure was noted if the thrower landed outside of 

the predetermined area or if the discus did not land within the specified sector. The distance achieved in each 

discus throw (in feet and inches) was measured, scored, and recorded using an electronic scoring sheet. For the 



Global Journal of Education and Allied Research (GJEAR) Vol. 15 (8) 

 

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discus throw performance of the students, the best score (longest distance thrown) achieved from the three 

attempts was considered. All data were aggregated, summarized, and analyzed for final output. 

2.4. Statistical analysis 

The researcher used SPSS version 26 to conduct descriptive analysis to examine the distribution, central tendency, 

and variability of the variables; calculated correlation coefficients to assess the strength and direction of the 

relationships among discus throw performance, well-being, and body mechanics; and explored any potential 

patterns or trends in the data. 

In summary, the researcher employed the following statistical tools and treatments based on the research 

questions: 

RQ 1: Throwing body mechanics (TBM) Mean and standard deviation 

RQ 2: Psychological wellbeing 

(PWB) 

Mean and standard deviation 

RQ 3: Discus Throw performance (DTP) Mean and standard deviation 

RQ 4: Relationship between 

TBM and DTP: 

Pearson r 

RQ 5: Relationship between 

PWB and DTP 

Pearson r 

RQ 6: Relationship between 

TBM and PWB 

Pearson r 

Using a significance level of 0.05, the analysis of the hypotheses was carried out, and the findings were interpreted 

in light of the research questions and objectives. Students’ scores for the three variables were made unidirectional 

for correlational analysis to facilitate interpretation. That is, their scores from the PWB Scale were reverse-coded 

so that “high” scores would correspond to higher values on the scale of 1 to 8, mirroring the scale system of the 

two other variables. The observed relationships between the variables were explored, and the type of relationship 

(positive, negative, or non-significant) was determined. Potential explanations that may explain the relationships 

between the variables were also considered. 

3. Results and analysis 

This section presents the results of the collected, analyzed, and interpreted data according to the problem 

statements. 

Psychological Well-being of Student Discus Throwers 

This study relied on self-reported measures of psychological well-being (PWB) using the Psychological Well-

Being Scale (PWBS). The PWBS questionnaire was transformed into an electronic version using the Google 

Forms platform. Subsequently, the researcher administered the PWBS questionnaire to the eligible participants. 

The PWBS includes six aspects: autonomy, environmental mastery, personal growth, positive relationships with 

others, purpose in life, and self-acceptance.  

Overall Psychological Well-being  

Table 1 underlines students’ overall scores on the psychological well-being scale, indicating the six subscales and 

their corresponding statistical summaries. 

Table 1.  

Students’ Self-acceptance Subscale Scores 

Subscale Mean Score 
Standard Deviation Qualitative 

Description 

Rank 

Autonomy 3.01 1.64 a little agree 1 



Global Journal of Education and Allied Research (GJEAR) Vol. 15 (8) 

 

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Environmental Mastery 3.46 1.77 a little agree 5 

Personal Growth 3.19 1.90 a little agree 2 

Positive Relations with Others 3.23 1.81 a little agree 3 

Purpose in Life 3.46 1.72 a little agree 6 

Self-acceptance 3.29 1.68 a little agree 4 

Average 3.27  a little agree  

Legend: 1.00–1.50 strongly agree; 1.51–2.50 somewhat agree; 2.51–3.50 little agree; 3.51–4.50 neither agree nor disagree; 4.51–5.50 

little disagree; 5.51–6.50 somewhat disagree; 6.51–7.00 strongly disagree 

The analysis of student participants’ scores on various subscales of psychological well-being provides valuable 

insights into their overall psychological health and adjustment. The average mean score across all subscales was 

3.27, with a standard deviation ranging from 1.64 to 1.90, indicating a moderate level of psychological well-

being. Although all subscales received a response of “a little agree” from the students, it is evident that students 

believe they have autonomy in their lives, as indicated by their highest mean score. They also strongly value self-

growth, followed by positive relationships with others, self-acceptance, and environmental mastery. On the other 

hand, their sense of purpose in life received the lowest mean score. 

Across the individual subscales, students tended to express a moderate level of agreement with statements related 

to different aspects of psychological well-being. Specifically, they reported a moderate level of agreement with 

statements related to autonomy (M = 3.01), environmental mastery (M = 3.46), personal growth (M = 3.19), 

positive relations with others (M = 3.23), purpose in life (M = 3.46), and self-acceptance (M = 3.29). 

Students generally reported a moderate level of agreement with statements related to different aspects of their 

psychological well-being. They felt they had some degree of autonomy, control over their environment, personal 

growth, positive relationships, a sense of purpose, and self-acceptance. However, the responses indicate that 

students do not strongly endorse these aspects of well-being, suggesting room for improvement in various areas.  

Overall, although the student participants demonstrated a moderate level of psychological well-being, there may 

be areas where interventions and support services could be targeted to enhance specific aspects of well-being, 

such as promoting autonomy, fostering positive relationships, and facilitating personal growth. This insight 

underscores the importance of holistic approaches to student well-being that address multiple dimensions of 

psychological health and functioning.  

As mentioned by Fruchart (2020), the findings of this study can aid health educators and health promotion 

specialists in developing individual sports programs that promote feelings of well-being. Additionally, it suggests 

the necessity for educators to consider individuals and the importance of the feeling of competence, affiliation, 

autonomy, and vitality in promoting sports to fight ill-being. This is consistent with Haan et al.’s (2021) study, 

which emphasizes the importance of proactive engagement with professional athletes, coaches, trainers, and 

sports councils. Engagement is essential for promoting understanding and awareness, optimizing processes, and 

providing consistent training, psychosocial support and occupational therapy programs. These efforts are crucial 

for maintaining the health and well-being of athletes while reducing their occupational stress. 

 Discus Throwing Performance 

The discus throw performance was solely based on the distance achieved when the discus was thrown in the field, 

excluding considerations of throw accuracy and the technique of the thrower. A designated performance day was 

scheduled for discus throw.  

Each student had three attempts to throw the discus, and any failure was noted if the thrower landed outside of 

the predetermined area or if the discus did not land within the specified sector. The distance achieved in each 

discus throw (in meters) was measured, scored, and recorded using a spreadsheet. For the discus throw 



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performance of the students, the best score (longest distance thrown) achieved from the three attempts was 

considered. To qualitatively describe discus throw performance among students, the following matrix for throw 

performance in PE classes was used. 

 

 

 

  

Scores (Distance in Meters) Qualitative Description 

Above 40 Elite 

36.01–40.00 Excellent 

32.01–36.00 Excellent 

28.01–32.00 Good 

24.01–28.00 Average 

20.01–24.00 Below Average 

Below 20 Unsatisfactory 

Table 2 presents the students’ mean scores and other summary measures from their discus throw performance. 

Table 2.  

Students’ Discus Throw Performance Scores 

 N Minimum Maximum Mean Std. Deviation 

Discus Throwing Performance 154 21.35 35.88 29.39 2.90 

 

As shown in Table 2, the descriptive analysis of discus throw performance revealed the students’ mean score of 

29.39 meters (SD = 2.90), which was within the “Good” category. This suggests that, on average, discus throw 

performance is good. However, the range of scores extends from “Below Average” to “Excellent,” which 

indicates several performance levels among students. The standard deviation of 2.90 meters indicates that there 

is moderate variability in the students’ performances. This suggests that while the mean performance is “Good,” 

there are considerable differences among individual students’ performances, with some students achieving scores 

that are significantly higher or lower than the mean. 

Differing from other prior studies in terms of participants, the findings of the study offer a unique perspective by 

investigating the discus throw performance of non-elite discus throwers, specifically Chinese students. Most 

previous research has focused on athletes ranging from advanced to elite levels. For instance, Frossard’s studies 

(2012 & 2014) involved elite discus throwers at the 2002 IPC Athletics World Championships, while Kollias 

(2012) investigated techniques used by elite male discus throwers. Maeda’s research compared the performances 

of world elite and Japanese discus throwers.  

This study is particularly significant because it addresses the performance of students aspiring to become elite 

discus throwers, highlighting substantial room for improvement. This approach not only expands the scope of 

discus throwing research and provides valuable insights for coaches and trainers working with non-elite athletes. 

By focusing on these demographics, the study underscores the importance of tailored training programs that can 

help aspire athletes realize their potential and progress toward elite performance. 

Relationship between body mechanics and discus throw performance  

Table 3 presents the results of the correlation analysis conducted between the pair of variables: throwing body 

mechanics and discus throw performance. 



Global Journal of Education and Allied Research (GJEAR) Vol. 15 (8) 

 

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Table 3.  

Correlation between Students’ Body Mechanics and Discus Throw Performance 

Variables 

Throwing 

Body 

Mechanics 

Discus Throwing 

Performance 

Interpretation Decision 

H0 

Throwing Body 

Mechanics 

Pearson 

Correlation 

1 0.458* Significant Reject 

Sig. (2-tailed)  0.000 

N 154 154 

Discus Throwing 

Performance 

Pearson 

Correlation 

0.458* 1 Significant Reject 

Sig. (2-tailed) 0.000  

N 154 154 

*. Correlation was significant at the 0.05 level (2-tailed). 

 

Using Pearson correlation analysis, the results revealed a significant positive relationship between throwing body 

mechanics and discus throw performance (r = .458, p < .05). The null hypothesis was rejected at a significance 

level of 5%. Hence, there is sufficient evidence to conclude that there is a significant relationship between discus 

throw performance and throwing body mechanics among students. Specifically, the finding indicates a moderate 

positive correlation between the students’ proficiency in throwing body mechanics and their discus throw 

performance scores.  

Throwing body mechanics play a crucial role in optimizing the execution of discus throws. Proficiency in 

throwing body mechanics, including holding the discus, approaching, throwing, and following through, is 

essential for generating power and accuracy in the throw. The significant, moderately positive correlation suggests 

that students who exhibit better throwing body mechanics tend to achieve higher discus throw performance scores. 

The findings of this study are related to those of Tangkudung et al. (2015), who demonstrated that explosive 

power in the arm muscles, a key biomechanical parameter, significantly enhances discus throwing skills. 

However, this study’s approach to evaluating discus throw performance using four specific throwing indicators 

differs somewhat from the parameters used in previous studies. For example, Chen (2021) examined motion 

(velocity) for correcting the jumping throwing technique, while Maeda et al. (2020) investigated motion factors 

such as weight shift, velocity acquisition, leg sweeping, hip and shoulder rotations, trunk twisting and untwisting, 

and velocity acquisition and extension of the knees, all of which directly or indirectly influence the velocities 

achieved by various body segments.  

Additionally, Alhumaid and Atta (2022) analyzed the kinematic and kinetic characteristics of discus throwing at 

the Paralympic Games for the F33 category. Despite these differences, all of these studies converge on one point: 

these biomechanical parameters positively impact the performance of discus throwers. 

Relationship between Psychological Well-being and disc throw performance 

 Table 4 shows the results of the correlation analysis conducted between the pair of variables: psychological well-

being and discus throw performance. 

Table 4.  

Correlation between Students’ Psychological Well-being and Discus Throw Performance 



Global Journal of Education and Allied Research (GJEAR) Vol. 15 (8) 

 

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Variables 

Psychological 

Well-being 

Discus 

Throwing 

Performance 

Interpretation Decision 

H0 

Psychological Well-

being 

Pearson Correlation 1 0.716* Significant Reject 

Sig. (2-tailed)  0.000 

N 154 154 

Discus Throwing 

Performance 

Pearson Correlation 0.716* 1 Significant Reject 

Sig. (2-tailed) 0.000  

N 154 154 

*. Correlation was significant at the 0.05 level (2-tailed). 

 

Using Pearson correlation analysis, the results revealed a strong positive relationship between psychological well-

being and discus throw performance (r = .716, p < .05). The null hypothesis was rejected at a significance level 

of 5%. Hence, there is sufficient evidence to conclude that there is a significant relationship between discus throw 

performance and the psychological well-being of students. Specifically, the finding indicates that students with 

higher levels of psychological well-being tend to exhibit better discus throwing scores.  

The strong positive relationship found in this study between well-being and sports performance, such as discus 

throwing, aligns with literature indicating that one’s sports performance is influenced by their psychological well-

being. One possible explanation for the strong correlation observed in this study is the role of psychological 

factors in facilitating effective skill execution and technique refinement. Students who experience higher levels 

of psychological well-being may be better equipped to overcome performance obstacles, adapt to changing 

conditions, and maintain consistency in their throwing mechanics.  

As noted by Schinke et al. (2018, cited in Oleviera, 2022), well-being and mental health are key components of 

the development and performance of athletes. As Fruchart (2020) confirmed, a positive relationship between sport 

and well-being has been established in young people and adults of all ages. Oliveira (2022) reported that athletes 

with higher levels of social safety tend to exhibit higher psychological well-being and perceived performance, 

which can be attributed to lower levels of self-criticism.  

In addition, positive psychological states such as confidence, motivation, and focus enhance athletes’ ability to 

perform optimally under pressure. In the context of discus throwing, psychological well-being may contribute to 

improved concentration, reduced anxiety, and increased resilience, all critical factors for successful discus 

throwing. These findings underscore the critical role psychological well-being plays in enhancing sports 

performance. Coaches, trainers, and athletes themselves should prioritize their well-being in addition to rigid 

physical training.  

Relationship between Throwing Body Mechanics and Psychological Well-being 

Table 5 presents the results of the correlation analysis conducted between the pair of variables: psychological 

well-being and throwing body mechanics. 

Table 5.  

Correlation between Students’ Psychological Well-being and Their Throwing Body Mechanics 

Variables 

Psychological 

Well-being 

Throwing 

Body 

Mechanics 

Interpretation Decision 

H0 

Psychological Well-

being 

Pearson 

Correlation 

1 0.673* Significant Reject 



Global Journal of Education and Allied Research (GJEAR) Vol. 15 (8) 

 

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Sig. (2-tailed)  0.000 

N 154 154 

Throwing Body 

Mechanics 

Pearson 

Correlation 

0.673* 1 Significant Reject 

Sig. (2-tailed) 0.000  

N 154 154 

*. Correlation was significant at the 0.05 level (2-tailed). 

 

Using the Pearson correlation analysis, the results revealed a significant positive relationship between 

psychological well-being and throwing body mechanics (r = .673, p < .05). The null hypothesis was rejected at a 

significance level of 5%. Hence, there is enough evidence to conclude that there is a significant relationship 

between throwing body mechanics and the psychological well-being of students. Specifically, the finding 

indicates that students with higher levels of psychological well-being tend to exhibit better proficiency in throwing 

body mechanics. 

The connection between psychological factors and physical performance has been extensively studied in sport 

psychology. Psychological well-being encompasses aspects such as confidence, focus, and emotional resilience, 

all of which can influence an athlete’s ability to execute complex motor skills effectively. In the context of 

throwing body mechanics, positive psychological states may lead to improved coordination, precision, and 

fluidity in movement. 

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Alamiri, H., & Ameen, M. (2023). An Analytical Study of Biomechanical Variables and Achieving Fingerprinting 

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