The process of selecting the educational method that is best suited for learners necessitates the identification of various settings and circumstances that surround the educational process, as the educational style differs depending on the level of students or pupils, their characteristics, the various study materials, available circumstances, and possibilities [1]. Based on this, no single educational approach yields the optimal outcomes. The teaching technique is the way a teacher interacts with a learning environment that reflects his personality or in which teaching methods and tactics interact, as this causes individual variations amongst teachers to appear in their work within the sector of employment [2]. A number of instructional strategies have been developed with the goal of providing educators with a comprehensive understanding of the profession, allowing them to be more adaptable and effective in influencing student learning. Learning and mastering the fundamentals of each sport requires an understanding of motor learning, which enhances the accuracy with which skills are performed by the body and corrects player style errors [3]. Sports performance is one of the human activities in which motor learning plays a significant role. Whether during training or competition, this learning can have a positive or negative impact on the mental processes of perception and function simultaneously, depending on the athlete's level, age, and level of achievement. However, it is not possible to determine whether this learning is positive or negative until it is compared to the control group [4]. Handball is one of the sports that is distinguished by speed in play in addition to the game's skills, which necessitate the education and development of offensive and defensive skills unique to this event [5]. Trainers and teachers work to develop it through the creation of designs and educational curricula where there are numerous methods and models to learn skills [6], including the Costa model, which is one of the learning methods that aid in learning the fundamentals. Hence the importance of research in the preparation of an educational curriculum according to Costa's model to learn the most important offensive and defensive skills in the game of handball aimed at achieving more effective, proficient and economical learning in effort, cost and learning time.

The Problem of Study

The educational process still faces a number of problems and difficulties, including the low level of skill performance in some educational stages and the fact that poor skill performance is an educational and psychological problem for players and students due to the negative effects it has on them, such as diminishing their motivation to learn and making them feel frustrated. Educational approaches in the field of physical education and sports sciences differ from those of other fields or disciplines in that they are intimately tied to practical application. In this context, a lack of education signifies a failure to reach the desired outcomes, as theoretical education without practical application is considered insufficient. Through the experiences of the two researchers' experiences as handball teachers that some teachers and coaches don't think about how modern teaching methods affect the development of offensive and defensive skills and how they can be used in real life, aas well as the lack of students interaction with the study material. If the student needs to reflect on the theoretical side of the information he has learned in order to apply it effectively on the field, and if offensive and defensive skills require a significant cognitive structure that aids him in moving correctly in response to the numerous and changing situations of play. Therefore, the stage of skill performance, whether offensive or defensive in the game of handball, is the most important and difficult stage to pay close attention to. As a result, the researchers decided to use the Costa model, which had only been used in many theoretical scientific fields, and introduce it to the mathematical side, as well as benefit from it in practical application to be a new experience of this method in the practical sports side, which aids in the development of offensive and defensive skills. Thus, this development helps students use defensive and offensive handball skills, saves time and effort, and may be an influential approach that teachers can use to achieve the best results. 

The Objectives of Study

To identify the impact of the educational curriculum using the Costa model in learning and retaining offensive and defensive handball skills between the pre-test and post-test groups. 

The Hypotheses of Study

There are no significant differences of offensive and defensive handball skills between pre-test and post-test groups ( Costa's model- Teacher-Centred).

The Areas of Study

• Human Area: Students of the third stage College of Physical Education and Sports Sciences Misan University – for the academic season 2021-2022

• Time Area: For the period from 18/10/2021 to 15/12/2021

• Spatial Area: Sports Hall in the College of Physical Education and Sports Sciences, Misan University

Research Methodology and Field Procedures

The approach taken by researchers to accomplish their goals is based on a variety of principles and guidelines, the most crucial of which is likely to be understanding the nature of the problem being studied, which forces the researchers to select the most suitable strategy to identify the issue at hand. The researchers adopted an experimental methodology by creating two equivalent groups (experimental and controlled) with pre- and post-measurements that were appropriate for the nature of the research problem and successfully met the desired objectives (Table 1).

Table 1: Shows the Experimental Design of the Research Sample

Research Community and Sample

The research community identified the students of the third stage in the College of Physical Education and Sports Sciences at Misan University for the academic year (2021-2022). Therefore, because the offensive and defensive skills are taught at this stage, which number 22 students, and a survey sample were selected by the method of simple random sampling by 4 students that constituted 18.18% of the elements of society. The research's main sample was chosen using the simple random sampling method by 22 students, who made up 72.73% of the community; two students were disqualified due to absences, which accounted for 9.09% of the sample Table 2.

Table 2: Showing the Details of the Research Community

Using the torsion coefficient, the researchers determined the homogeneity of the research sample in terms of height, weight, age, and training age in order to adjust the variables accompanying the main experiment and to determine the validity of the sample and the distribution of the values of its variables moderately, the results demonstrated that the sample population followed a normal distribution pattern for the research variables, as the values of the torsion coefficient were limited to (±1), which indicates the normal distribution of the sample (Table 3).

Table 3: Shows the Homogeneity of the Research Sample

Means of Collecting Information

Research Tools

• Arab and English references and sources

• Testing and measurement

• Personal interviews

• Form for recording the results of measurements and tests

• Assistant team

Devices and Tools Used in Research

• Electronic watch number 2

• Computer (laptop) type HP Number 1

• Hand calculator Dell type Number 1

• Scale device for measuring weight

• Video camera type (Canon) Number 2

• Leather tape measure

• Legal handball goals Number 2

• Legal handballs number 15

• Colored adhesive tape

Field Research Procedures

Identify Research Variables and Their Own Tests

After reviewing a variety of handball-related scientific materials and references and speaking with a number of the game's top experts and specialists, the research variables and their tests were determined.

Description of the Tests Used in the Research

Tests Receiving the Ball, Deceive, and Shooting [7].

• Purpose of the Test: Measure the skill performance of Receiving the ball, deceive, and Aiming in handball

• Tools: Handball court, defensive player, signs, stopwatch, camera

• Registration: The evaluators record the proper score for each player tested using the Skills Performance Evaluation Form and in accordance with the divisions stated in the score form, given that the overall performance score is 20 degrees

Tests Receiving the ball and Shooting [8]

• Purpose of the Test: Shooting from jumping high 

• Tools: Handball stadium, Handball Goal, Legal Handball 15, Registration form

• Registration: The tested player is calculated by the number of balls shooted at the goal

• Third: Wall Test: Cornish, C. [9]

• Purpose of the Test: Measure the player is defense by repelling balls shooted at goal

• Tools: Handball stadium, Handball Goal, Legal Handball 10, number 6 sign

Registration

• The laboratory player is calculated the sum of the following cumulative scores, by shooting 10 balls on goal

• Three degrees when the tested player repels the ball and cuts its course

• Two degrees when the shot or ball is outside the goal after the repelling wall by the laboratory player who occupied the shooter with his movement even if he did not cut the path of the ball

• One degree when the ball touches the boundaries of the goal after the repelling wall of the laboratory player who turned on the shooter even if he did not cut the path of the ball 

• Zero when the ball enters the goal after a failed repelling wall by the tested player

Testing Various Defensive Movements [10]

Purpose of the Test: The measure the speed of performance of defensive moves to the side, forward and backward.

Tools

Handball stadium, Handball Goal, Legal Handball 10, tape measure, stopwatch.

Registration

Each valid attempt is calculated by six degrees access to the laboratory and contact with marks A, B, C, D, E meaning one score for each correct attempt in which the laboratory reaches each of the drawn marks.

Exploratory Experience

It means a preliminary experimental study carried out by the researchers on a small sample before conducting its research with the aim of selecting research methods and tools [11]. In order to obtain objective results, the researchers conducted the exploratory experiment of the skill tests, and some exercises according to Costa's model, on the day of care, corresponding to 13/10/2021, on a sample of 4 players from the research community

Main Experience

Pre-Tests: The researchers administered the pre-tests to the research sample of twenty athletes who represented the two experimental control groups on the 17th and 18th of October, 2021, at 10:00 a.m., in the closed sports hall at Misan University.

Exercises According to Costa's Research Model

To achieve the best possible outcomes in the development of research variables (defensive and offensive skills) in handball students enrolled in the Faculty of Physical Education and Sports Sciences, Special educational exercises were designed in accordance with Costa's model, which was based in its evaluation on the opinions of a number of experts and specialists in the fields of motor learning and handball, to be at a scientific level commensurate with the sample's potential and achieve the desired skill level, and the following are some details about the exercises' curriculum:

• The training curriculum prepared is the students of the Faculty of Physical Education and Sports Sciences – Misan University

• The training curriculum for exercises according to the Costa model was applied for a period of 6 weeks for the period from Tuesday 19/10/2021, until Tuesday 30/11/2021

• The educational training curriculum for learning exercises according to the model, included 18 training units 3, training units per week

• The training days of the training curriculum for exercises according to the model were (Sunday, Tuesday, Thursday)

• The total time of the educational unit 90 minutes, which is allocated for exercises according to the model Costa, ranges between (50-65 minutes) within the main section of the dose

Post- Tests

The post-tests of the research sample of the two groups (control, experiments) were conducted on Friday and Saturday corresponding to 30 - 31/11/2021, after completing the implementation of the educational curriculum, at ten o'clock in the morning in the closed sports hall of the college of Physical Education and Sports Sciences at Misan University, the researchers worked to provide the same conditions in terms of space, time, tools, method of implementation, and the team that administered the pre-tests. 

Statistical Methods

The researchers employed statistical approaches from the SPSS issue of the statistical portfolio for social sciences 23.

Presentation, Analysis and Discussion of the Results

View and Analyze Results: This study comprised the presentation of the pre-test and post-test findings for both the control and experimental groups. These results were examined and discussed in order to achieve the research objectives and validate the hypothesis Table 4.

Table 4: Showing the Mean Arithmetic, Standard Deviation, Calculated Value of (T) and Level of Significance for the Pre-Test and Post-Tests of the Control Group

View and analyze the results of the pre-test and post-test defensive and offensive skills tests of the experimental group Table 5.

Table 5: Showing the Mean Arithmetic, Standard Deviation, Calculated Value of (T) and Level of Significance for the Pre-Test and Post-Tests of the Experimental Group

View and analysis of the results of the tests of defensive and offensive skills of the remote compound of the control and experimental groups.

Discussion the Results of the Pre-Test and Post- Test Defensive and Offensive Skills for the Control and Experimental Groups

Shown in Table 6, for the results of the skill tests for measuring defensive and offensive skills with tests (Receiving the Ball, Deceive, and Shooting, Receiving the Ball and Shooting, wall, and Various Defensive Movements), For the pre-test and post- test experimental and control groups, and the emergence of moral differences between them and in favor of post-tests, the researchers attribute these morale differences between the pre- and post-tests of the control group and the relatively simple experiment to the quality of the skill exercises used by the teacher of the subject, which also included exercises to develop the defensive and offensive aspect of handball. The students in the control group are also in the third grade, and their teacher seeks to develop them in all areas of preparation for skill learning and training and development during a specific educational training curriculum; consequently, the teacher of the subject and his exercises played the most significant role in the development of his group. It is confirmed Gomez-Piqueras et al. [12] that the performance of training experts, regardless of the different sources of their scientific and practical culture, leads inexorably to the development of achievement for their players if it is built on a scientific basis in the organisation of the training and development process, programming it, using the appropriate load and gradation, and observing the individual differences of the players, as well as the use of optimal training methods. In addition, the continuity of the students, their regularity, and their response to the exercises of the educational units throughout the weekly circles that corresponded with the study procedures contributed to the improvement of the control group's skill performance. The emphasizes Breed, Spittle [13], Moon [14], and Pinder, Renshaw [15], in the stage of learning development, coaches and teachers emphasise the repetition of the execution of the fundamental skills of each game so that their implementation is instinctive and the reflection of this on the development of the player. The researchers also believe that the improvement in the experimental group's skill test results was due to the ideal number of repetitions of exercises according to the Costa model, which greatly helped to the development of defensive and offensive skills, in terms of retrieval of individual skills and the ability to combine them into a single framework within the playing environment, researchers consider motor learning to represent the change in the learner's motor behaviour for a particular skill as a result of performance and repeated practise, motor learning is an invisible abstract process because it represents the internal changes of the learner as a result of the stimulus of specialised educational exercises above and beyond learning, which can be removed by the manifestations of movement and the measurable learning output. As confirmed by Kal et al. [16] and Tassignon et al. [17], motor learning cannot be measured directly, as the amount of learning is measured by the success rate of skill performance. Furthermore, since learning occurs in the central nervous system, motor skill is acquired by storing a motor programme that is pruned through repetitions and feedback.    

Table 6: Showing the Mean Arithmetic, Standard Deviation, Calculated Value of (T) and Level of Significance for the Dimensional Skill Tests of the Control and Experimental Groups

Exercises using the Costa model have a positive impact on the development of offensive skills (receiving the ball, deceive, and shooting and receiving the ball and shooting) in the experimental research sample.

Exercises using the Costa model have a positive impact on the development of Defensive skills (wall and Various Defensive Movements) in the experimental research sample.

The development of the offensive and defensive skills of the third-grade students by the instructor, as demonstrated by the significant difference between the post-test results of the experimental group, demonstrates the success of the independent variable and the experimental adjustment.

Recommendations

Adopting the exercise philosophy of Costa's approach for developing motor skills for all sports, and handball in particular, in order to be successful and effective.

Popularize the curriculum for exercises Costa's model to teachers of the faculties of physical education and sports sciences in Iraq in the development of defensive offensive skills in handball.

Legalization of the curriculum of the exercises of the Costa model in proportion to the quality of the sample in terms of gender, biological age, and training, due to the significant influence of these exercises on effective learning.

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