When teaching or training fencing we find that most learners are able to perform some fencing skills during learning within the lesson, but they find it difficult to perform the same skills when linked in one sentence after a short period or in subsequent lessons, or during practical exams, so I conducted those Study to develop solutions to this problem by investing the Zahoric model and its distinctive educational steps in learning the kinetic sentences in the female blinds, and its impact on the process of learning and linking kinetic sentences in the sport of fencing and make the learning process more effective and economical.
The experimental method was used by designing the experimental and control groups with pre- and post-test on a sample of the second stage students (B22), representing the experimental group and learning the skills using the Zahoric model in its five steps, while the (D26) student representing the control group, which is learning the fencing skills according to the teaching method. Followed. The learning and performance of some kinetic sentences were evaluated by a standardized form of fencing according to the parts of the movement and their manifestations.
An educational curriculum has been prepared using the Zahorik model to learn the kinetic sentences by fencing according to the sectoral vocabulary of the second semester by following the steps of the model (activating information - acquiring - understanding - using - thinking in information). After the statistical treatments, it was concluded that the Zoharic model, designed to learn some kinetic sentences in the experimental group, gave positive results in evaluating the kinetic sentences better than the teaching method used in the control group. In light of the conclusion, it is recommended to adopt the Zoharik model in learning some kinetic sentences with a blind weapon, as it gives the learner a positive in the analysis, composition and understanding of the movements that are combined to give a kinetic sentence that ends with a touch in favor of the attacker who clearly understands where it begins and ends the syntax of the correct kinetic sentence, which resolves the sentence in his favor.
أثر استخدام اسلوب الخريطة الذهنية في تحصيل طلبة الجامعة في المسرحية الانكليزية
