The impact of educational games based on certain indicators of physical and motor abilities on learning running skills in athletics for students

Abstract

Educational games are one of these innovative methods that may help improve students' physical and motor skills, which positively impacts their learning of
athletics. Educational games aim to integrate entertainment with education, which enhances students' motivation and helps them acquire motor skills in a more
interactive and enjoyable way. The importance of educational games and the necessity of using and employing them in the learning process are highlighted by
their important and effective impact in delivering educational material to learners. They also contribute to making the motor learning process more effective and
positive, as the learner becomes largely responsible and a positive participant. It does not negate the teacher's role in the educational process, nor does it replace
him; rather, it always works to create a state of integration between what is new in the educational process and the teacher's abilities, needs, desires, and
inclinations. The importance of this research lies in identifying the impact of educational games. According to an indicator of some physical and motor abilities
in learning the effectiveness of running in athletics for students, the researcher observed that traditional teaching methods, which rely primarily on direct
instruction and routine exercises, may not be effective enough to motivate students to develop the necessary motor skills quickly and engagingly. Therefore, the
researcher decided to study how educational games can be used as an effective tool to develop the physical and motor abilities necessary for learning running
skills more quickly and effectively. The research problem lies in identifying the extent to which educational games, according to certain physical and motor
ability indicators, affect students' learning of running skills in athletics. Hence, the research problem is how educational games can contribute to developing
certain physical and motor abilities, and how this affects students' learning of running skills in athletics. The researcher used a dual methodology that included
descriptive and analytical approaches, where factor analysis was used to identify the most important abilities suitable for running. The experimental method in
the application phaseThe original population consisted of 200 students aged 10-12 years. Tests were conducted on all physical abilities (speed-strength, sprinting
speed, movement speed, and reaction speed) and motor abilities (agility, flexibility, coordination, and balance). A sample of 45 students aged 10-12 years was
then selected purposively by randomly assigning 15 students to the experimental group and 15 students to the control group. Ten students were excluded for
pilot study purposes. The research sample represents 66.66% of the original population. Additionally, five students were excluded for not attending the tests. The
researcher used [the following data. Statistical methods Values for percentage, arithmetic mean, standard deviation, median, and coefficient Difference Relative
importance, and simple correlation coefficient (Person), and the (T-test) concluded Researcher Using educational games to teach the effectiveness of running in
athletics has a positive and effective impact on developing students' skills. The experimental group that used educational games excelled in technical performance
and running achievement.