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P-ISSN: 2394-1685 | E-ISSN: 2394-1693 | CODEN: IJPEJB
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2025, Vol. 12, Issue 2, Part D
Effect of educational exercises using the EDGA model on learning and retaining the skill of the forward handstand jump on the vault table apparatus in artistic gymnastics for students
Author(s): Abeer Ali Hussein
Abstract:
This study explores the impact of the Coscrof educational model, which emphasizes mental visualization and student-centered learning, on the development of artistic gymnastics skills among female university students. Kinesiology, as a foundational discipline in physical education, highlights the importance of understanding learner motivation and cognitive processes. With intellectual and psychological factors playing a central role in sports performance, educational strategies that engage both the mind and body are crucial. The Coscrof model aligns with this need by encouraging problem-solving through real-life applications, promoting imagination, and fostering a deeper understanding of the learning material. It views the brain as an active processor of information, capable of forming connections and inferences from prior knowledge.
Artistic gymnastics, a core component of physical education, requires students to master fundamental movements through repetition, practice, and mental engagement. However, many female students struggle to acquire these skills due to limited exposure, lack of modern instructional methods, and the inherent difficulty of the sport. To address this issue, researchers at the University of Karbala's College of Physical Education and Sports Sciences investigated the effectiveness of the Coscrof model in improving student performance through mental visualization exercises.
The study was conducted on a sample of 40 third-year female students, divided equally into experimental and control groups. Over an eight-week period, the experimental group engaged in 16 instructional units based on the Coscrof model, while the control group followed conventional teaching methods approved by subject instructors. Lessons were designed to ensure that exercises aligned with students’ current skill levels and mental abilities. The focus was on making learning accessible, engaging, and aligned with the students' preferences and interests.
Results showed that students in the experimental group demonstrated significantly better performance than their peers in the control group. This improvement was attributed to the engaging and tailored nature of the exercises, which allowed students to learn at their own pace and according to their individual cognitive styles. The Coscrof model facilitated greater understanding, encouraged repeated practice with fewer errors, and helped bridge the gap between theoretical concepts and physical application.
In conclusion, the study found that using the Coscrof model in teaching artistic gymnastics positively influenced students’ ability to visualize and learn complex motor skills. It proved especially effective for beginner learners who require structured yet adaptable approaches. The findings suggest that educational systems should adopt diverse, student-centered teaching models that cater to individual interests and abilities, thus promoting higher levels of engagement, motivation, and skill development in physical education.
DOI: 10.22271/kheljournal.2025.v12.i2d.3735
Pages: 233-236 | 82 Views 48 Downloads
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How to cite this article:
Abeer Ali Hussein. Effect of educational exercises using the EDGA model on learning and retaining the skill of the forward handstand jump on the vault table apparatus in artistic gymnastics for students. Int J Phys Educ Sports Health 2025;12(2):233-236. DOI: https://doi.org/10.22271/kheljournal.2025.v12.i2d.3735
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