THE EFFECT OF THE SEQUENTIAL METHOD ON LEARNING THE FRONT WALKOVER SKILL AND ITS TRANSFER TO THE ARABIAN HANDSPRING IN GYMNASTICS AMONG SECOND-YEAR STUDENTS IN THE COLLEGE OF PHYSICAL EDUCATION AND SPORT SCIENCES

Abstract

The purpose of this study was to find out how the sequential method affected the second-year College of Physical Education and Sport Sciences students' acquisition of the front walkover skill and how much it helped them transfer their performance to the Arabian handspring skill.  The experimental approach was chosen by the researcher because it was the most appropriate for the study's objectives.  510 second-year University of Diyala students in the 2024–2025 academic year made up the research population.  After removing students who failed or postponed, 40 students were chosen at random from sections (A) and (C).  The sample, which accounted for 7.64% of the total population, was split into two equal groups: 20 in the experimental group and 20 in the control group.

 Due to the logical development of actions that matched student skills, the study found that the sequential method greatly enhanced front walkover learning when compared to traditional methods.  Furthermore, because the motor components of the Arabian handspring and the front walkover are similar, the sequential strategy improved the transfer of learning from the former to the latter.  Pupils who received instruction utilizing the sequential method showed improved motor coordination and confidence when executing both skills.

The researcher recommends adopting the sequential method as a core instructional approach in teaching complex motor skills in gymnastics curricula, integrating closely related skills within educational content, and training gymnastics instructors to develop progressive programs tailored to students’ physical and motor needs