The significance of the study lies in teacher’s realization of the importance of personality types, and their roles in enhancing learning process which enables learners to learn skills the way that suits their potentials and abilities according to personality types. The problem of the study also lies in that fencing is one of the difficult sports, so a teacher should use learning methods that are suitable to learner’s personality types and facilitate his learning of skills with the least time and effort for the purpose of reaching better performance. The research aimed to define the best personality types (A and B) in learning compound attack in foil fencing. The comparative empirical method was selected to reach results of the study. The researcher also determined the population of the study that consists of female students of Faculty of Physical Education and Sport Sciences, third grade, in fencing lessons. They were divided into two groups depending on personality types scale prepared in fencing lessons. Students of personality type A are 19 and personality type B are 33. Compound attack (number attack + circle attack) learning was evaluated through video cameras of post-tests and presenting them to three referees by putting one mark out of 10 and taking the arithmetic mean of their marks according to special form prepared for this purpose after statistical data treatment through the Statistical Package for the Social Sciences. The researcher found that female students in personality types (A and B) were able to learn compound attack, but students of personality type B were better in learning compound attack than students of personality type A in fencing, so we must consider personality and learning types for learners when developing education curricula of fencing. In order to reach effective learning meeting the learner’s desires and needs, we should take into account educational types capacities and capabilities of learners because they are different in their personality types and their thinking, so we cannot use the same methods or educational patterns for all learners.

Nowadays, sport tourism is one of the essential elements in many countries. This study shows the importance of sport tourism in hosting countries which can have a positive impact on the life of local population such as economic and social system. This study investigates factors which have effect on developing of sport tourism in Halabja we interviewed with regard to best practice in order to explore those factors which have influenced on improving sport tourism in the study area such as host events, tourism facilities, recreational activities, infrastructure, natural, and advertising. Furthermore, the study uses Excel and SSPS program in order to explain and display date by chart and table. In addition, the result of this study shows that host event and tourism facilities is two most significance factors which have effect on the developing of sport tourism in Halabja province.

This study aims to define the effect of using some small games to develop some perceptual‑motor abilities through the sport education lesson for 6‑8 years old primary stage students. The researcher used the empirical method on a sample of 40 male students divided into two groups: Control and empirical groups under the researchers’ supervision as educational units were applied on them using small games. As for tests, they adopted bourdon gauge to use motor perception abilities of children. After statistical treatment of raw results, the researchers found that using small games in sport education lessons had a positive effect on some perceptual‑motor abilities under research for 6‑8 years old primary stage students.

This study aims to define the role that may be played by recreational sport activity inside educational institutes in reducing aggressive behavior for secondary stage students through proposing a recreational educational program for 12 weeks. In this context, the researcher used references and researches in the field of sport recreation in addition to interviews with experts and specialists to enrich the proposed educational program. The researcher depended on the empirical method using the aggressive behavior scale prepared by Allawi and applied it on two stages (pre- and post-tests) on two samples of the study: Empirical and control groups representing both divisions of the second empirical sciences 1 and 2 including 62 students (17 females and 14 males for the single group). They were selected as a simple random sample being the most aggressive after obtaining high levels in practicing aggressive behavior in the exploratory study. To ensure hypotheses of the study, the researcher used appropriate statistical methods. Among the most significant results is that the proposed recreational program had a positive effect on reducing aggressive behavior for secondary education students. Thus, the researcher recommends that all actors in the educational sector have to consider recreational sport activities inside educational institutions and not only use sport but also physical education lessons. These activities became successful means more than being a waste of time and enjoying free time. They give individuals in particular and teenagers in particular experiences that help them enjoy life and get rid of frustration and inferiority complex. They also help them develop self-confidence and self-dependence that make an individual or a teenager gets out of his isolation and incorporated well in society, and therefore, is away from each violent unethical behaviors.

This study aims to define the relation between motor expectation and motor response speed. The researcher used the descriptive method as it is proper to the nature of the study. The sample of the study included 15 defenders from Selikh and the Army Clubs. In the first system (imaging), the researchers photographed the motor path of defenders, ball path, and the opponent. In the second system (analysis), they photographed movements of defenders and team partners from tactical and technical point of views with consideration of the scoring area. A form of remarks and motor expectation evaluation was adopted consisting of five parts: Ball stealing, ball dispersion, moves of attacking sides, moves of attacking forward, and moves of attacking backward. Each part takes 10 marks and the full mark is 50. Regarding the motor response time, the four-way Nelson test was adopted with a distance of 6.4 m. The researchers found that all relations were positive and in inverse direction which means that the more motor response speed time is, the more motor expectation will be, while there were no positive results in the direction of attacking backward.