EFFICACY OF LORSBACH CONSTRUCTIVIST MODEL TO IMPROV SPECIFIC PHYSICAL ABILITIES AND NUMERICAL ACHIEVEMENT LEVEL OF HAMMER THROW EVENT OF PHYSICAL EDUCATION STUDENTS

Abstract

Background Hammer throw is one of the most technically challenging athletics events, requiring a precise combination of explosive power, rotational speed, and control of centrifugal force. Literature indicates that relying on traditional teaching methods, which make the student a passive recipient, leads to a weak understanding of the technical phases and a low level of performance. Objectives. This study aims to develop educational sessions based on Lorsbach model and evaluate their impact on developing physical variables maximum and explosive power and performance levels in hammer throw. An experimental approach with two equivalent groups was used. Sample consisted of 40 students from Wasit University, randomly divided into an experimental group Lorsbach model and a control group traditional method, with 20 students in each group. Approach lasted four weeks, with two sessions per week. Method. Lorsbach model, through its exploration and explanation phases, enabled students to understand mechanical relationship between leg strength and hammer release speed, leading to better organization and optimal utilization of physical effort in skill performance.  The research concludes that Lorsbach model contributes to stimulating self-inquiry and linking prior experiences to complex motor skills required for hammer throw, thus enhancing students' motivation to achiev.Result. Results showed a significant advantage for experimental group in all physical variables and performance levels (p < 0.05) compared to control group, this advantage is attributed to nature of learning sessions, which linked physical variables to hammer's motion, in hammer throw, explosive power and velocity are primary drivers of hammer's spin. Conclusion. The researcher recommended to adopt of educational sessions designed according to Lorsbach model in teaching hammer throw activity in physical education colleges, teachers should be urged to instructors to shift from traditional roles to facilitator and guide roles, in accordance with constructivist theory.