Study aimed to verification the effectiveness of a complete educational model based on visual modeling and video self-observation, guided feedback, and an externally focused attention on learning and retaining basic gymnastics skills among young gymnasts compared with the traditional method. study employed quasi-experimental design with two groups (experimental and control). The sample contained 40 young gymnasts aged 8–10 years from a sports academy in Riyadh, randomly divided into two equivalent groups (20 players each).

The educational program was applied within eight weeks, with two training sessions in a week, each part 90 minutes, according to a protocol that included warm-up, video presentation, part-to-whole guided practical training, self-observation video analysis, followed by reapplied and playing. Performance evaluated in five basic skills (forward roll, backward roll, handstand, front balance, and cartwheel) using a trusted skill performance rating form. three measurements stages used: pre-test, post-test, and a retention test four weeks later. Data analyzed by using t-tests, repeated-measures ANOVA, and effect size indicators (Cohen’s d, partial η²).

results confirm equivalence between the two groups at the pre-test stage and statistically significant superiority of the experimental group in both the post-test and retention test, with very large effect sizes. experimental group showed big improvement between the pre- and post-tests and maintained nearly the same performance level in the retention test, the control group showed only limited improvement and partial skill loss.

study concludes that the complete educational model based on video self-observation and guided feedback is more effective than the traditional method in accelerating the acquisition of basic gymnastics skills, improving performance quality, and enhancing short-term learning retention among young gymnasts. the study recommends using this model in gymnastics teaching programs and sport science curricula.