Achievement Motivation and Its Relationship to Handball Accuracy Among Third-Year Students at the Faculty of Physical Education and Sports Sciences at Al-Nisoor University

This study aimed to investigate the level of achievement motivation and passing accuracy in handball among third-year students at the College of Physical Education and Sports Sciences at Al-Nusour University. The study also sought to analyze the relationship between achievement motivation and the accuracy of handball passing within the study sample. To achieve the study objectives, the researcher adopted the descriptive approach using the correlational method, given its suitability to the nature of the problem under investigation. The research sample was intentionally selected from third-year students for the academic year 2024-2025. The number of participants was 20 students out of 154 students, representing 12.98% of the total study population. To ensure homogeneity of the sample members in physical characteristics (such as height, weight, and age), the researcher used the skewness coefficient as a statistical tool to verify homogeneity. The results of the study showed no statistically significant relationship between the level of achievement motivation and passing accuracy in handball among the sample members. This indicates that achievement motivation may not directly affect skill performance in this particular skill. This may be because handling accuracy depends more on technical and tactical factors. and skill-based, rather than relying on general psychological motivations, and that having a high level of motivation does not necessarily mean better performance in all skills, unless it is accompanied by organized and continuous technical training. The researcher recommends the necessity of strengthening training programs that focus on developing technical skills, such as handling accuracy, through repetition and regular training, and not relying only on raising the motivation to achieve, and integrating psychological training (such as motivation and self-confidence) within the training program in a complementary manner, not as the only factor affecting performance, and using multiple measurement tools that include psychological, physical and skill aspects to accurately evaluate athletic performance and explain individual differences between players.