The Effect of Intensive and Distributed Methods on Developing the Mental Image and Learning of the Javelin Throwing Activity for Students

Abstract

The researcher observed, through his experience teaching the javelin throw, that many teachers rely on personal experience and teaching expertise. This is particularly true given the difficulty of this activity's technical aspects and its sometimes complex and complicated stages. This requires choosing a training method that is appropriate for its teaching, simplifying its movements, ensuring safety and security during teaching, and avoiding physical harm to the learner. Furthermore, teachers often neglect to organize training periods with rest periods between and within learning units, in light of the effort expended and the learner's level of ability. This can lead to fatigue and stress. Therefore, the researcher decided to conduct an experimental experiment to choose two training methods (intensive and distributed) and to establish a balance between the distribution of training and rest periods between and within learning units to achieve an effective learning environment. This will help us achieve effective teaching for learning the javelin throw. The research aimed to:

1. Prepare instructional units using the intensive and distributed methods to develop students' mental image and learn the effectiveness of javelin throwing. 2. Examine the effect of instructional units using the intensive and distributed methods on developing students' mental image and learning the effectiveness of javelin throwing. The researcher concluded:
2. 1. An effective positive effect was demonstrated using intensive and distributed training in developing students' mental image and learning the effectiveness of javelin throwing.
3. 2. Distributed training outperformed intensive training in its impact on developing students' mental image and learning the effectiveness of javelin throwing.
4. 3. The balance between rest and practice periods in the distributed training between and within the instructional units was more appropriate than intensive training in developing students' mental image and learning the effectiveness of javelin throwing.