The Level of Effective Communication and Its Relationship with the Skill Performance of Offensive Skills in Fencing among Third-Year Students
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Abstract
The present study examined the relationship between effective instructional communication and offensive skill performance within a university fencing context. A descriptive correlational design was employed, and the sample consisted of 200 third-year students enrolled in the College of Physical Education and Sports Sciences at Al-Mustansiriyah University. Data were collected using a standardized communication scale adapted for educational and sport settings and a structured performance evaluation form assessing core offensive actions, including direct attacks, feints, and counter-attacks. Statistical analysis relied on descriptive statistics and Pearson’s correlation coefficient to explore the association between study variables. The findings demonstrated that instructional environments characterized by clarity of explanation, purposeful interaction, timely responsiveness, and high-quality feedback were associated with more efficient motor execution and greater consistency in offensive skill performance. Effective communication appeared to facilitate learners’ understanding of technical requirements, support error correction processes, and enhance coordination and timing during performance. Furthermore, interactive instructional practices promoted higher levels of engagement and self-regulation, which are essential for mastering complex combat sport skills at the university level. These results highlight the pedagogical value of communication as an integral component of skill development rather than a supplementary instructional factor. These insights support pedagogical improvement in university fencing education.
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