This study synthesized an innovative scale for cognitive achievement in squash sports to access theoretical knowledge of third year student of the Colleges of Physical Education and Sports Sciences in the Iraqi universities. The scale underwent a structured process including descriptive statistical analysis, reliability tests, and expert validation. A sample of 130 students was drawn using simple random sampling and expressed in the construction, application, and exploratory implementation groups. The findings showed that no students reached the highest level of cognitive achievement (Very good); 60% were in the Middle, whilst 30% were assessed as Acceptable or Weak, pointing to a gap in theoretical knowledge. We developed the cognitive achievement scale (α = 0.82\alpha = 0.82) which proved to be highly valid (Pearson r = 0.78r = 0.78, Chi-square p < 0.05p < 0.05). The reading results demonstrate that they have difficulty performing squash skills and applying their game theory, leading to the conclusion that there is a disconnect between the taught theory and the actual action of the game. Even higher-performing students who previously had experience with racket sports had a superior performance, indicating a possible role for a foundational knowledge of sports in aiding cognitive learning at subsequent stages. These results emphasize the urgent need for curriculum enhancements, employing artificial intelligence-driven learning tools, video-based tutorials and interactive case-based instruction that will allow the athletes to gain improved cognitive performances to enhance their academic pursuit of sports. The current research aims to address and expand and extend the current knowledge of cognitive assessment within the context of sports science education by developing and validating a scalable cognitive assessment tool which is no longer limited to this specific sports field. The finding can set the stage for the future investigation on the effect of cognitive training on the application of skills in a practical and digital learning technologies in school and whether cognitive assessment models can be implemented across various types of educational institutions. At such moment, this research contributes to the bridging of the knowledge gap in this research area in addressing the theoretical factors linking squash education adoption and the advancement of existing squash programs into as well as comprehensive sports training programs allowing students the relevant theoretical perspective necessary for efficient play and/or effective coaching.