Psychological structure and its relationship to the accuracy of performing the volleyball spike skill for students

Abstract

The importance of this research lies in its connection between the psychological aspects of students' psychological makeup and their educational programs, which contributes to raising their skill performance level. Psychological makeup represents the "internal structure" that allows students to motivate themselves, direct their attention, and control anxiety or tension that may arise in critical moments, thus preventing a decline in performance under pressure. Since the spiking skill is one of the most psychologically demanding skills (high pressure, the need for quick decision-making, and the need to counter with a defensive block), understanding psychological makeup and its relationship to the accuracy of spiking in students is a crucial focus for research and application in the field of physical education and volleyball.

The research problem is defined as the need to reveal the nature of the relationship between psychological structure and the accuracy of the volleyball spike skill among students, and to identify the psychological traits that contribute most to the accuracy of performance, with the aim of providing a scientific basis that enables teachers to design integrated educational and psychological programs that improve the level of skill performance in educational and competitive situations alike.

This research aims to: develop a psychological structure scale for students' volleyball spikes and identify the relationship between psychological structure and students' volleyball spikes.

The research hypothesizes that there is a statistically significant relationship between psychological structure and students' volleyball spikes.

Conclusions: A psychological structure scale was developed for second-year students in the College of Physical Education and Sports Sciences.

Recommendations: It is recommended to use the psychological structure scale as a diagnostic and evaluative tool to monitor the development of this variable periodically among students, thus contributing to monitoring the educational and psychological impact of various educational interventions.