Manaf Majid Hassan
@iraq anbar ramadi
College of Physical Education and Sports Sciences, University of Anbar
University of Anbar
Scopus Publications
Scholar Citations
Scholar h-index
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Scopus Publications
Hameed Hammad Khalaf, Manaf Majid Hassan, and Mohammed Sadiq Ahmed
Brieflands
Background: Beginner gymnasts face challenges when performing roundoff and back handspring skills, particularly in connecting the final stage of the roundoff with the initial stage of the back handspring. These difficulties arise when there is a lack of clarity in the mental image of the performance sequence, leading to inconsistent execution and, ultimately, failure. Objectives: This study investigates the effect of seven mental training sessions on beginner gymnasts learning the roundoff and back handspring skills. Methods: Sixty-two beginner gymnasts, aged 21 - 22 years, participated in the study. They were randomly assigned to two groups: Control and experimental. The mental training sessions were provided to the experimental group during the instructional sessions, with each session lasting 14 minutes and 30 seconds. The sessions consisted of three parts: Relaxation exercises, controllable control exercises, and mental imagery exercises for performance. These sessions were conducted over a period of seven weeks. The roundoff and back handspring skills were assessed using the Kinematic Coherence Scale for body parts. Results: The Kinematic Coherence Scale demonstrated a significant difference and greater improvement in the experimental group compared to the control group. Conclusions: We concluded that the seven mental training sessions improved the kinematic coherence of the experimental group in performing the roundoff and back handspring skills, enabling them to connect the two skills with a higher degree of movement coherence.
Manaf Majid Hassan, Hameed Hammad Khalaf, Omar Ahmed Mosleh, Waleed Khalid Hammadi, and Shakir Mahmood Abdullah
Apex Publishing
Manaf Majid Hassan, Hameed Hammad Khalaf, and Omar Ahmed Mosleh
Brieflands
Background: Various methods of instructional feedback, whether provided before, during, or immediately after performance, come in different forms, such as verbal communication, educational booklets, and video technology. Choosing the most suitable feedback method is crucial to help learners pinpoint specific motion segments contributing to errors. Objectives: This study aimed to compare 2 feedback methods and assess their impact on correcting errors in beginners’ basketball skills. The control group received verbal correction during the performance, occasionally supplemented by educational booklets. In contrast, the experimental group received immediate visual correction using video technology right after the performance. Methods: A total of 80 beginner learners participated in this study, randomly divided into the control group (n = 40) and the experimental group (n = 40). The experiment spanned 8 weeks, with two sessions conducted per week. Results: Positive results were observed for both feedback methods when comparing pre- and post-measurements within each group. However, upon comparing post-measurement results between the two groups, the results appeared in favor of the immediate visual correction method. Conclusions: The immediate visual correction method utilizing video technology demonstrated greater effectiveness in rectifying errors in learners’ basketball skills.
Manaf Majid Hasan, Omar Ahmed Mosleh, and Fouad Hammad
Institute of Medico-legal Publications Private Limited
The aim of this study is to compare the effect of the teaching method (the explanation and the typical presentation) carried out by the control group and the method of the mediator according to the speed of presentation of the motor model and mental training conducted by the pilot group in the education of beginners