The effect of the spaced repetition strategy on cognitive achievement and learning the effectiveness of the (4 x 100m) sprint for first-year students at the College of Physical Education and Sports Sciences - Al-Muthanna University

Abstract

         This study aimed to identify the effect of the spaced repetition strategy on cognitive achievement and learning the 4×100m relay race among first-year students at the College of Physical Education and Sports Sciences, Al-Muthanna University, during the academic year (2024–2025). The researchers used an experimental method with two equivalent groups (experimental and control) due to its suitability for the study. The research population consisted of 85 students, and a sample of 43 students was randomly selected. Section (C) represented the experimental group, while section (D) represented the control group. The research procedures included conducting pre-tests, applying the spaced repetition strategy to the experimental group, and then performing post-tests. The results showed statistically significant differences in favor of the post-tests in both cognitive achievement and the skills of receiving and passing the baton for the experimental group compared to the control group. The findings also indicated that the spaced repetition strategy effectively improved students’ technical performance by enhancing understanding, memory retention, and recall, as well as developing their motor responses. The researchers concluded that this strategy is an effective modern approach within active learning that contributes to improving both cognitive achievement and motor skill acquisition. Therefore, it is recommended to adopt this strategy in teaching track and field events due to its positive impact on learning outcomes.