The effect of the two methods of scheduling practice accompanied by mental training on learning technical performance and the level of achievement in throwing

The present study aims to design training exercises intended to enhance both the learning of technical performance and the achievement level in javelin throwing through the application of fixed and variable practice schedules combined with mental training. This topic is of particular significance within the field of motor learning for sports skills, as mental training contributes positively to the visualization and mental representation of movement patterns. The primary objective of the study is to determine which of these two practice approaches fixed or variable practice, when paired with mental training produces superior outcomes in the acquisition of technical performance and achievement. The research problem is framed by the following central question: • Does the use of fixed and variable practice methods in conjunction with mental training lead to more favorable results in technical performance and achievement? The specific objectives of the study are twofold. First, to examine the impact of an instructional program based on fixed and variable practice schedules, each accompanied by mental training, on the learning of javelin throwing technique and achievement among two experimental groups. Second, to compare the post-test results of the two experimental groups to identify differences in the effectiveness of fixed practice with mental training versus variable practice with mental training. An experimental methodology was employed to suit the nature of the investigation. The research population consisted of first-year students enrolled in the College of Physical Education and Sports Sciences at the University of Kirkuk during the 2024-2025 academic year, totaling 320 students across three classes. The study sample was purposefully selected from two of these classes (excluding the female students’ class) to form the two experimental groups, resulting in a total of 115 male participants. Students were randomly assigned to the groups, with a small number excluded to ensure equivalence between them. The research utilized a randomized equivalent-groups design incorporating both pre- and post-tests. Data were analyzed using the Statistical Package for the Social Sciences (SPSS).