5. Vernadakis, N., Antoniou, P., Zetou, E. & Kioumourtzoglou, E. (2004). Comparison of Three Different Instructional Methods on Teaching the Skill of Shooting in Basketball. Journal of Human Movement studies, 46, 421-440. (original) (raw)
Related papers
2004
The purpose of this study was to determine the effect of traditional instruction (TI), computer - assisted instruction (CAI) and mixed instruction (MI) methods on learning the skill of shooting in basketball. Participants were 48 middle school students of seventh and eighth grade, aged 12-14 years old, who were randomly assigned into three teaching method groups: TI, CAI and MI. Each group received ten 45-min periods of instruction. A 10-item multiple-choice knowledge test and a skill test was utilized to measure learning. The result indicated: a) all the instructional groups performed similarly with significant learning from pre-test to post-test, b) there were no significant differences between the groups concerning the knowledge and skill test, c) the mixed method as a teaching aid tended to be the most effective for cognitive learning and skill development. However, no significant differences were indicated between methods of instruction on this particular shooting ability.
Comparison of three different instructional methods on teaching the skill of shooting in basketball
Journal of Human Movement Studies
The purpose o f this study was to determine the effect o f traditional instruction (TI), computer -assisted instruction (CAI) and m ixed instruction (MI) methods on learning the skill o f shooting in basketball. The participants were 48 middle school students o f seventh and eighth grade, aged 12-14 years old, who were randomly assigned into three teaching method groups: TI, CAI and MI. Each group received ten 45min periods o f instruction. A 10-item m ultiple-choice know ledge test and a skill test were utilised to measure learning. The result indicated: a) all the instructional groups performed sim ilarly with sign ifican t learning from pre-test to post-test, b) there w ere no significant differences between the groups concerning the know ledge and skill test, c) the mixed method as a teaching aid tended to be the most effective for cognitive learning and skill development. H owever, no significant differences were indicated between methods o f instruction on this particular shooting ability.
THE DIFFERENCE OF LEARNING APPROACH INFLUENCES TOWARDS SHOOTING THREE POINT OF BASKETBALL
This study aims to find out, (1) the difference influence between approaching methods of repetitive and progressive learning towards the shooting three-point in Basketball. (2) The difference of basketball shooting three points at students who have low and high of basic movement skill. (3) The possibility interaction exists on the methods of learning approaches and basic movement skill against basketball shooting three points. Study methods used in this study is an experimentation method using 2 x 2 factorial designs. The sample used in this study are 36 people (9 people with high basic movement skill and 9 people with low basic movement using progressive approach and 9 people with high basic movement skill and 9 people with low basic movement skill using repetitive learning approach). The technique of data analysis used in this study is a technique of variants analysis (ANAVA) design factorial 2 x 2 at = 0.05. When the value of F is obtained (Fo) the analysis is significant then continued with range test Hewman-Keuls. The results showed that, (1) Fanalysis= 1.30 < Ftable = 4.15 with level of significance of 5%. Thus the result of the zero hypotheses (H0) is received. (2) Fanalysis = 36.90 > Ftable= 4.15. Thus the result of the zero hypotheses (H0) is denied. (3) Fanalysis = 7.06 > Ftable = 4.15. Thus the result of the zero hypotheses (H0) is denied. (1) There is no significant difference between the approaches of repetitive and progressive learning against the results of three point shooting skills at the basketball game. (2) There is a significant difference in the skill of learning results of three-point between the students who have high and low basic movement skill. (3) There is a significant influence of interaction between the difference of learning and level of movement skill toward learning the result of three points shooting on the basketball game
Studia sportiva
Background The shot is a fundamental skill in basketball that requires high accuracy, because is the tool by which players translate their team's offensive actions into points. Basketball is one of the most practiced situational sports in physical education hours in schools. However, it is still mostly teaching according to a traditional, prescriptive-based model. The aim of the study was to compare prescriptive teaching with ecological-dynamic learning for improving shooting accuracy in a group of 3rd year high school students. Methods The sample is made up of 32 students (16 ± 0.72) divided into 2 groups: Group A, consisting of 16 students who were administered a training protocol based on the ecological-dynamic approach, and Group B, consisting of 16 students, who followed a cognitive approach. The close range shooting test was administered in and out to test the students' level of shooting accuracy. A t test for paired dependent samples was performed for each group to te...
Improve Learning Outcomes of Basketball Lay Up Shoot in Junior High School
2021
This research is motivated by the fact about the lack of student grades in the practice of lay up in basketball lessons. The purpose of this research is to be able to improve the learning outcomes of basketball lay up basketball in class VII-8 students at SMP Negeri 1 Ciawi through the section method. The method used is a classroom action research method. The research subjects were students of class VII-8 Ciawi Public Middle School, which consisted of 14 male students and 18 female students, with a total of 32 students. The results of the research analysis showed that there was an increase in basketball lay-up technique skills in the VII-8 grade students of SMP Negeri 1 Ciawi through the method section. In the first cycle, the percentage score for student observations was 71.8%, while in the second cycle the percentage score for student observations was 88.15%. This improvement is caused by each individual during the learning process using the section method to improve their basketb...
Assessing the influence of playing method on the outcome of basketball shooting ability
Physical Culture, Recreation and Rehabilitation
Background and Study Aim. Shooting in a basketball game is the method of throwing the ball into the ring or basket to get points. As a result, extra treatment is required to improve kids' shooting abilities. The purpose of this study is to examine the effect of play method on basketball shooting ability results. Material and Methods. In this work, a pre-experiment with a one-group pretest and posttest design was used. The research subjects were 11th grade students from State Senior High School 4 Ketapang, and a sample of 37 students was obtained using the purposive sampling technique. The devices in the study collected data directly from tests and measurements performed on the basketball court. Students in this study practiced the basic technique (shooting at the basketball hoop) for 1 minute, which was repeated three times to achieve the best outcomes. The SPSS Version 26 application was used to help with data analysis in this study. Results. The results show the mean pretest v...
Education and Information Technologies, 2008
The purpose of this study was to examine the effect of multimedia computer-assisted instruction (MCAI), traditional instruction (TI), and combined instruction (CI) methods on learning the skill of shooting in basketball. Additionally, a comparison of the students' attitudes towards the MCAI and TI methods was made. Seventy-five middle school students of seventh and eighth grade were randomly assigned into three teaching method groups: TI, MCAI and CI. Each group received ten 45-min periods of instruction divided into three sections: (a) 5-min introduction, (b) 30-min instructional time and (c) 10-min questions and review. Students took pre-, post-, and retention written test covering techniques and rules of the games. Participants in the CI group also completed a post-test attitude survey towards the MCAI and TI methods. Two-way analysis of variances (ANOVA), with repeated measures on the last factor, were conducted to determine effect of method groups (MCAI, TI, CI) and measures (pre-test, post-test, re-test) on knowledge test. Paired samples t-test analyses were conducted to measure students' attitude towards the MCAI and TI methods. Post-test results indicated no significant differences between the groups concerning the written test. Nevertheless, the attitude test scores of the CI group were more favourable to MCAI method than the TI method. Retention test results showed that groups retained the knowledge acquisition. However, the combine method of instruction tended to be the most effective on cognitive learning.
Variability and overlap in teaching and learning methods achieve high percentages of development in characteristics, skills and other aspects of teaching strategies and methods. Teaching is one of these methods using motor tasks which currently play an effective role in modern teaching through which a part of the teacher’s authorities is transferred to students. The problem of the study lies in that teachers did not use modern teaching methods, training schedule and organization and they kept the concept of generality in teaching and learning these skills. They also did not consider effective factors and conditions, so the researcher conducted this study to solve this problem. The researchers used the empirical method. The sample was represented in students of the first grade at the Sport Education Department in the Faculty of Basic Education, Al Mostanserya University (40 students). The sample was divided into a first empirical group (20 students) using the method of teaching with motor tasks due to total training and second empirical group (20 students) using the method of teaching with motor tasks due to partial training. The researchers conducted sample homogeneity, applied tests of attention focus and skill tests. Pre-tests were applied on the sample of the study with the use of teaching method of motor tasks in the educational units. Researchers concluded that: - There are differences between pre and post tests for both empirical groups which refer that teaching using motor tasks due to pre and post training is correct. - Results showed that the second empirical group excelled in attention focus using teaching with motor tasks due to partial training. - Results showed that the second empirical group excelled in learning some types of scoring from the free throw line and peaceful scoring using teaching with motor tasks Keywords: Effect. Teaching. Motor. Learning.Basketball
The purpose of this study was to examine the effect of multimedia computer-assisted instruction (MCAI), traditional instruction (TI), and combined instruction (CI) methods on learning the skill of shooting in basketball. Additionally, a comparison of the students' attitudes towards the MCAI and TI methods was made. Seventy-five middle school students of seventh and eighth grade were randomly assigned into three teaching method groups: TI, MCAI and CI. Each group received ten 45-min periods of instruction divided into three sections: (a) 5-min introduction, (b) 30-min instructional time and (c) 10-min questions and review. Students took pre-, post-, and retention written test covering techniques and rules of the games. Participants in the CI group also completed a post-test attitude survey towards the MCAI and TI methods. Two-way analysis of variances (ANOVA), with repeated measures on the last factor, were conducted to determine effect of method groups (MCAI, TI, CI) and measures (pre-test, post-test, re-test) on knowledge test. Paired samples t-test analyses were conducted to measure students' attitude towards the MCAI and TI methods. Post-test results indicated no significant differences between the groups concerning the written test. Nevertheless, the attitude test scores of the CI group were more favourable to MCAI method than the TI method. Retention test results showed that groups retained the knowledge acquisition. However, the combine method of instruction tended to be the most effective on cognitive learning.
2008
The purpose of this study was to examine the effect of multimedia computer - assisted instruction (MCAI), traditional instruction (TI), and combined instruction (CI) methods on learning the skill of shooting in basketball. Additionally, a comparison of the students’ attitudes towards the MCAI and TI methods was made. Seventy-five middle school students of seventh and eighth grade were randomly assigned into three teaching method groups: TI, MCAI and CI. Each group received ten 45-min periods of instruction divided into 3 sections: a) 5-min introduction, b) 30-min instructional time and c) 10-min questions and review. Students took pre-, post-, and retention written test covering techniques and rules of the games. Participants in the CI group also completed a post-test attitude survey towards the MCAI and TI methods. Two-way analysis of variances (ANOVA), with repeated measures on the last factor, were conducted to determine effect of method groups (MCAI, TI, CI) and measures (pre-test, post-test, re-test) on knowledge test. Paired samples t-test analyses were conducted to measure students’ attitude towards the MCAI and TI methods. Post-test results indicated no significant differences between the groups concerning the written test. Nevertheless, the attitude test scores of the CI group were more favourable to MCAI method than the TI method. Retention test results showed that groups retained the knowledge acquisition. However, the combine method of instruction tended to be the most effective on cognitive learning.