The Effect of Using Digital Mind Maps on Teaching the Technical Phases and the Performance Level of the Javelin Throw Event

Abstract

The use of modern learning strategies, such as digital mind maps, is considered one of the effective methods for organizing information and facilitating its comprehension. The researcher adopted this type of visual strategy because it assists in building an accurate motor perception of various complex sports skills, including the javelin throw event. Through these mind maps, learners can recognize the correct movement sequence and understand the motor tasks required for each phase of performance before and after practical application. This, in turn, reduces randomness and mental distraction during the learning process. Therefore, this approach fulfills the requirements of visual and organized cognitive learning, which highlights the significance of the present study. The study aimed to design an educational program using digital mind maps for teaching the technical phases of the javelin throw event to beginners, to identify the effect of this educational program on learning the event performance, and to determine the superiority of the experimental group over the control group in learning and performing the technical phases of the javelin throw event. Accordingly, the researcher hypothesized that there would be statistically significant differences between the pre-tests and post-tests in the technical performance of the javelin throw event in favor of the post-tests for both groups. In addition, statistically significant differences were expected in the post-test results between the experimental and control groups in technical performance in favor of the experimental group. The researcher employed the experimental method using the equivalent groups design (experimental and control groups). The research sample was selected randomly from first-year students at the College of Physical Education and Sports Sciences, Wasit University, Iraq. The total number of students was (185). After excluding the female sections, the lottery selected Section (E) as the experimental group and Section (G) as the control group. Students who were repeaters, practicing athletes in the event, absent students, university team players, and injured students were excluded. The final sample consisted of (40) students divided equally into two groups (20 experimental and 20 control), in addition to selecting (10) students for the pilot study. The educational program based on digital mind maps was applied to the experimental group through presenting the technical phases of the skill in a sequential and visually interconnected manner to clarify the motor and mechanical tasks and to build a clear mental image before practical application. Meanwhile, the control group followed the conventional teaching method used by the course instructor. The field experiment lasted for (8) weeks, with one instructional unit per week, and each unit lasted (90) minutes. Pre-tests and post-tests of technical performance were conducted.