The Effectiveness of Using Feedback Based on Kinematic Models in Learning Certain Fencing Skills

This study aimed to investigate the effectiveness of feedback based on kinematic models in improving students’ performance in selected fencing skills. A post-test-only experimental design involving experimental and control groups was employed. The study population consisted of 33 third-year female students at the Faculty of Physical Education and Sports Sciences, University of Anbar, during the 2025–2026 academic year. Twenty students were randomly selected and assigned to an experimental group (n = 10) and a control group (n = 10). The intervention was conducted from Wednesday, 11 March 2026, to Wednesday, 29 April 2026, over eight weeks, with one instructional unit per week. The results indicated that the experimental group outperformed the control group in both fencing skills. For the first skill, the experimental group achieved a mean score of 6.513, compared with 5.946 for the control group, with a calculated t-value of 4.483. For the second skill, the experimental group obtained a mean score of 7.140, compared with 6.280 for the control group, with a calculated t-value of 5.519. Both calculated t-values exceeded the tabulated t-value of 2.048, indicating statistically significant differences in favour of the experimental group at the 0.05 significance level. These findings suggest that feedback based on kinematic models can enhance students’ acquisition of selected fencing skills. Therefore, the study recommends incorporating kinematic-model-based feedback into fencing instruction, particularly during the foundational stages of motor-skill learning.