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The learning and development process requires the trainer to be a suitable model. He must present the skills he wants to teach and train. The trainer has to use effective methods and means that work to accelerate the learning process in quantity and quality. That is why we find that specialists in kinetic learning exhaust themselves in developing designs to schedule exercises and facilitate the possibility of assimilation. They enhance the learning process and make it effective after explaining to them through experiments, and re-exercise alone ensures a more lasting behavior. In contrast, effective design connects the learner to integrating skills [1].
These diverse organizational variables of exercise scheduling are influential. It is crucial to understand how they affect the creation and dissemination of the kinetic program [2]. The attempt to interplay and integrate these designs is an educational way to create an effective design that can popularize a kinetic program. Recent research suggests that the principle of replay or repetition alone does not guarantee skill development but is a continuity process in kinetic behavior. These organizational variables to carry out the exercise are influential and should be understood. However, it is extremely difficult and complex to understand their impact on learning and how to deal with them [3].
This issue highlights the importance of this research on how to take advantage of triple interference and integration between exercise scheduling designs. We used the overlap and integration between the random exercise, the variable exercise, and the intensive exercise methods. 
Most research on exercise scheduling methods was based on either one or more methods of exercise schedule, and each group took a specific method. These groups were compared according to the method they learned without any overlap between these methods, like the Ashour, Nashmi, Thabet [4], Al-Kufi study [5] or studies on the overlap between two methods of scheduling the exercise, like Sadiq and Abdul-Karim [2], studies. 
Through the experience and work of the researcher as a trainer and teacher for this game, it was found that we need to take different approaches to develop the learning process and raise the level of skill performance for this game by developing exercises that overlap three different ways of scheduling the exercise.

2. Materials and Methods

The researchers used the experimental method for its suitability and the nature of the research problem. The research community comprised Balad Sports Club players in the 20-player futsal game for the 2016-2017 sports season. The experimental research sample was randomly selected from the research community through the lottery system. The cards with numbers 1 to 20 are placed in a box. The players were asked to take one card. The players who took the even numbers were chosen as an experimental group, and those who took the odd numbers were chosen as the control group. The number of each group was 10 players for each group, and this number represented (100%) of the research community.

Sample homogeneity

To determine the homogeneity of the research samples in the length, weight, and age variants of the training, the researcher used the twist coefficient that showed the homogeneity of the search sample, as shown in Table 1.

Search tools and auxiliary devices
Data collection tools
The Researcher used the following research tools: 
- Arab and foreign resources.
- Personal interviews.
- Observation and experimentation.
- Data collection form and unpacking research information.
- Tests and measurements.
The researcher benefited from the devices and auxiliary tools, which were
legal soccer balls and figures with various heights inside the field, adhesive tapes, measuring tapes in parts of a meter, stopwatches, and an electronic scale.
Field research procedures
Identification of research tests
First test [3]: 
Test name: Skill performance test 
Aim of the test: Measuring skill performance in Futsal.
Scoring: calculating the total performance time of the player on the three test stations, and the best is the least time.

Hardware and Tools

- A soccer field for futsal,
- Smooth fence: an area of 1.30 m x 2.20 m, and a line in front of the wall at a distance of 5 m,
- A soccer goal for the five-a-side ball according to legal standards, divided into 6 equal sections by iron or wooden cutters or thick ropes; 
Colored adhesive tape to identify and identify the test areas;
Two 2 hours of arrest (Siyuan) of Chinese origin;
Whistle No. 2, and;
Ten legitimate footballs for the halls and 7 shapes. 

Test description

The tester stands on line (A) in the standby position. 
- When the tester hears the start signal from the test manager (a beeping sound), he rotates the ball straight for a distance of 3 m until he reaches the first five turns between them. In any way he chooses, the tester spins, and after the fifth person passes the ball directly to the shaft, the seventh spins, turn it, returns the ball to the five columns for a zigzag roll, and then finishes the ball at the starting point. 
- The test device leaves the ball after passing line (A) and moves towards the second test station, the recoil processing station, starting from line (B) on the line. On the line or after passing 20 s after the end of 20 s, he leaves the ball and runs towards the third test station, which is the scoring station located in the goal near the handling station, at a distance of 2 m from the side kick line from the half-court position to share. The lab shoots the balls placed on the line of the second recording area 10 m towards the goal, which is 5 balls, one of which is placed on the second penalty mark, and 2 a ball on its right side. Furthermore, the same on the left side, one space from the other 50 cm, with the end of the fifth ball, the test ends.

Scoring method

The work of the recorder is to record the time taken by the tester from the moment they heard the whistle until the moment the fifth ball is kicked by the tester at the recording station, as well as recording the number of correct manipulations at the bouncing station and the number of points obtained at the recording station according to the previously prepared recording form.
- The test manager decides the number of correct treatments according to the conditions of their implementation, as well as the number of points that the tester gets. 
When the ball enters squares 1 and 5, the tester gets four points;
When the ball enters squares 2 and 6, the tester gets three points;
When the ball enters the box 3, and 4, the tester gets two points and one point, respectively. 
After the results are scored, the manager deducts 1 s from the total performance time for each point earned by the tester at the scoring station and also deducts 1 s for each correct treatment after the ninth, 1 s increase for each treatment less than 9 handles, plus 1 s increase over the total performance time for each touch and movement of the five spindles.
The function of the timer is to record the timing of the total performance, handling, and passing of the ball (Figure 1). 




Second test [4]: 
Test name: scoring after the bounce of the ball from a Swedish court from 10 m
Aim of the test: To measure the accuracy of scoring.
Scoring: Three attempts are given to the tester to gain points according to the location.
Used Equipment
The needed equipment comprised a futsal soccer ball, a wooden bench, a length of 3 m, a height of 50 cm, a goal divided into 5 flexible sections, a whistle, and a scoring form.

The tester stands with the ball at the center line and then passes the ball to the platform that is on the side, allowing the ball to be returned and prepared for the laboratory at a person 10 m away from the goal, after which he scores on a goal divided by degrees (Figure 2).

The researchers conducted a pilot test on 7 players outside their research sample. This experiment aimed to ensure the validity of the devices and tools used in the research and the team’s understanding and efficiency in conducting the tests, recording the results, and determining the time required to conduct the tests. They also wanted to be ensured of the suitability of the test, testing the sample members and their arrangement, knowing the possible obstacles, avoiding errors and interference in the test and making sure of the scientific conditions of the test.

To assess the test reliability, the test-retest method was adopted. The tests were applied to the sample of the survey experiment, and the same tests were repeated after 3 days. Then, the data obtained by the researcher from the two tests were processed by calculating the Pearson simple correlation coefficient between the scores of each test. The calculated correlation results showed a high correlation between most of the tests. The method confirmed the reliability of the tests (Table 2).

The researchers used the subjective validity coefficient, which is an indicator of the stability or correlation between the observed scores in the test and the real results. That is, the experimental scores of the test are attributed to the true scores free from measurement errors [6] to confirm the test’s reliability and measure the subjective validity by calculating the square root of the test reliability coefficient:
ubjective reliability coefficient=square root of the test reliability coefficient.
The approved tests were clear and understandable and far from the self-evaluation of the assessor, as the scoring is carried out by adopting the units of time and the number of times of success (grade), and the instructions for each test were clearly defined [7, 8]. The necessary conditions were established during the application, as well as the fact that the team of assistants specialized in physical education, and thus the approved tests are highly objective.

Pretest was conducted on the research sample before starting the implementation of the educational program to determine the level of skill performance and accuracy of scoring in the research sample, as the tribal test of the two research groups and in the Indoor Games Hall of Balad Sports Club.

When the researchers completed the pilot test and the pretest, they prepared a special educational program for the research sample based on the triple overlap between the methods of exercise scheduling (random, variable, intensive). The overlap is integrating the designs of the exercise schedule, which is nothing but an increase in the complexity of performance for the learner. The goal is to increase the input of forms of exercise that improves retrieval and transfer by forming a new exercise design. It bears the features of the exercise designs from which it was derived. Therefore, the instructions for implementing this new design will include all the instructions of those designs, and not every overlap that has been successful in a sport is successful in all activities. Each sporting event has a specificity that distinguishes it from other sporting events. The tutorial application included 24 educational 90-min sessions, 3 sessions per week.

After the end of the educational program, which took 8 weeks, the posttest was conducted and followed the same conditions and procedures that were followed in the pretest to control the variables that affected the results of the experiment.

3. Results




4. Discussion

According to Tables 3 and 4, there is an increase in all the study variables. These results confirm the ability of the educational program to develop the level of skill performance and accuracy of scoring for the members of the research sample. However, the rates of development achieved by the experimental group were greater than those of the control group. According to the researcher, this progress in skill performance and targeting accuracy of the experimental group was mainly due to the education program based on overlap and integration of exercise scheduling methods. Schmidt argued that both random and variable exercise could be combined and standardized to produce a longer-term learning acquisition because learners who practice multiple differences in one movement and with a random system can better generate different sizes for the scale. In this way, in a scheduling system, people sometimes gain more experience in learning than each method alone [9]. 
The research sample belonged to the category of players, so the effect of merging the third method, which is the intensive exercise method, with the other two methods (random-variable) was great. Also, the research sample interacted positively with this triple interference as it simulates what players may be exposed to during the competition from the continuous transition from one kinetic program to another under the pressure of time and competition, as well as fatigue. In addition, Dhafer Hashem said that “the overlap in educational methods increases the learner’s experience and fulfills the requirements of the lessons and the learner, and leads to the development of the learner’s perspective and an increase in his ability to control performance and its changes” [10] which is similar to what was Wing Arnoff mentioned by Quoting Mustafa, “One of the benefits of scheduling the exercise is to make the acquired information active while learning kinetic skills” [11]. As for the improvement in the performance skills and the accuracy of scoring for the experimental group, the researchers attributed this improvement to the program that was applied to them and its ability to bring about development in performance and scoring. This program is not set and approved arbitrarily but by those in charge of the management and training of the said club. This program results from the accumulated experiences of those working in this sports area.
According to Table 5, the experimental group’s results in the two tests of skill performance and scoring accuracy were better than the control group. Thus it becomes clear that the experimental group to which the triple interaction program was applied was better than the control group. The reason for the significant differences in skill performance and scoring accuracy after the educational program is the overlap between the random and variable exercise that leads to the best learning. This finding corresponds to the findings of the previous study that “the overlapping design of the (random variable) exercise schedule gives the best learning” [11]. Also, The more similar the exercises to a real game, the more positively they affect the acquisition of basic football skills. Repetition of these exercises leads to the acquisition of some basic skills and thus their strengthening and development [12].
The researchers faced several problems that affected the results of their research. The most important was the lack of a sufficient number of sample members, as it was limited to members of one sports club. It would have been better if a sample was available from more than one club so that the players of the entire club become an experimental group and the players of another club as a group.

5. Conclusions

The proposed educational program based on the triple interaction between random, variable, and intense exercise positively affects skill performance and scoring accuracy in futsal football under study. It was found that both groups achieved significant differences between the pretest and posttest in all the variables under study. The best group that developed in skill performance and scoring accuracy was the experimental group, in which the  triple overlap approach was applied between random, variable, and intense exercise.
The researchers suggest using the proposed educational program to develop the skill performance and accuracy of futsal soccer scoring by all coaches and specialists in this field. Also, they recommend using multiple designs to overlap exercise schedules and design other educational programs in learning some basic skills in futsal and the possibility of conducting research using the overlap of exercise scheduling in (closed and open) skills in football or other games.

Ethical Considerations

Compliance with ethical guidelines
The Ethics Committee of the Faculty of college of basic education University of AL-Mustansiriyha, Iraq (Code: 3795).

Funding

This research did not receive any grant from funding agencies in the public, commercial, or non-profit sectors.

Authors' contributions

All authors equally contributed to preparing this article.

Conflict of interest

The authors declared no conflict of interest.

Acknowledgments

We hereby express our gratitude to the Student Research Committee of Balad sport football club who helped us in conducting this research.

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