The effect of educational units according to Posner's model on learning the technical performance of the broad jump event for students

Abstract

Introduction and Importance of the Research

    The process of learning athletic skills is a complex one that is not limited to physical aspects but also includes cognitive and psychological aspects that directly affect the quality of technical performance. The long jump is one of the athletic events that requires a high level of concentration and the ability to mentally adapt to performance variables such as approach speed, take-off timing, and adjusting the appropriate angle for the long jump.

Research Problem

    Through the researcher's review of numerous previous studies and benefiting from the expertise of specialists, she observed a fluctuation in the students' technical performance level and that they face difficulty in learning the broad jump compared to other events. They also have difficulty in linking the parts or phases of the event (approach, takeoff, flight, and landing), which require connecting these phases. Therefore, this study seeks to find a learning model that has not been previously used in teaching the broad jump and to reveal its effect on learning it.

Research Objectives

1. To develop instructional units based on Posner's instructional model for teaching students the technical performance of the long jump.
2. To identify the impact of instructional units based on Posner's model on students' learning of the technical performance of the long jump.
3. To determine the superiority of the current method over Posner's model in teaching students the performance of the long jump

Research Hypotheses:

1. There are statistically significant differences between the pre-test and post-test results of the control and experimental groups in learning the technical performance of the long jump.
2. There are statistically significant differences between the post-test results of the control and experimental groups in learning the technical performance of the long jump.

Research Areas

1. Human Resources: A sample of first-year students from the College of Physical Education and Sports Sciences at Diyala University for the academic year 2025-2026.
2. Spatial Resources: The track and field stadium at the College of Physical Education and Sports Sciences, Diyala University.

The researcher reviewed the theoretical studies related to the study's topic.

     The researcher used the experimental method with the method of two equivalent groups (experimental and control) with pre- and post-tests. She identified the research population from the first-year students in the College of Physical Education and Sports Sciences - University of Diyala for the academic year (2025-2026), which amounted to (407) male and female students. They were distributed over (10) study sections, which are (A-B-C-D-E-G-W-H-T-Y). She selected the research sample in a systematic random method from the first-year students - College of Physical Education and Sports Sciences - University of Diyala, which amounted to (40) students, with a percentage of (9.82%) distributed over two sections, The students of section (C), numbering (20) students, were selected as the experimental group, and the students of section (Z), numbering (20) students, were selected as the control group. As for the sample of the exploratory experiment, it was selected from the students of section (W), numbering (9) students, who are from outside the main research sample. Exercises were prepared according to Posner’s model to learn the technical performance of the broad jump activity for the students by presenting them to a group of experts and specialists. Then the researcher conducted the exploratory experiment, then the pre-test, then the main experiment and the post-test.

Chapter Four presents, analyzes, and discusses the study's results.

      The researcher reached the following key conclusions and recommendations:

Conclusions

1. The instructional units based on Posner's model have a positive impact on learning the long jump and have helped students understand and execute the performance phases better than the method adopted by the subject teacher, which relied solely on explanation.
2. The learning units built according to Posner's model demonstrated clear effectiveness in enhancing students' ability to modify their motor responses and consider multiple alternatives while learning the technical performance of the long jump.

Recommendations:

1. The researcher recommends adopting Posner's model in designing specific learning units for sports events due to its positive impact on improving motor learning.
2. Incorporating diverse feedback methods (immediate, delayed, and visual) into the learning units to improve students' technical performance in the long jump.