The Effect of the Cognitive Acceleration Strategy on Learning Some Club Skills in Rhythmic Gymnastics for Female Students

Abstract

The significance of this study lies in the development of instructional units based on the cognitive acceleration strategy and the assessment of their impact on the acquisition of certain skills using the rhythmic gymnastics apparatus among female students.

The aim of the study was to develop instructional units based on the cognitive acceleration strategy for teaching certain skills using rhythmic gymnastics apparatus to female students.

The research hypothesis is that there are statistically significant differences between the pre- and post-tests of the control and experimental groups in the acquisition of certain skills using the rhythmic gymnastics assessment tool for female students in favor of the experimental group.

The researcher adopted the experimental approach due to its suitability for the nature of the research problem. The research sample consisted of (20) female first-year students in the Department of Physical Education and Sports Sciences, College of Basic Education, Al-Mustansiriya University, for the academic year (2025–2026), with (10) female students in each group. The field research procedures included preparing instructional units according to the cognitive acceleration strategy, conducting the main experiment, and implementing it after conducting pilot experiments and completing pre- and post-tests. Through data collection, the presentation, and analysis of the results, it was found that the experimental group, which adopted the instructional units based on the cognitive acceleration strategy, outperformed the control group. The researcher concluded that the cognitive acceleration strategy is effective in teaching certain rhythmic gymnastics skills to the female students under study. The researcher concluded that the cognitive acceleration strategy is effective in teaching certain rhythmic gymnastics skills to the female students in the study and found that the use of the cognitive acceleration strategy has a positive and effective impact on the learning of certain rhythmic gymnastics skills among the female students compared to the traditional method, The researcher recommended incorporating the cognitive acceleration strategy into educational programs designed to teach motor skills, given its positive impact on accelerating learning and improving the acquisition of rhythmic gymnastics skills.