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Different Teaching Designs And Their Effect On Learning Speed And Retention of Some Basic Skills In Basketball | ||
| journal of physical education | ||
| Article 1, Volume 23, Issue 3, 2011, Pages 369-402 | ||
| Author | ||
| Maisa Latif Salman | ||
| Abstract | ||
| Incorporating modern teaching styles in teaching designs' evaluations has an important role on developing the level of performance and learning retention. There are many traditional teaching styles that developed through the centuries yet the most modern one is communication theory that depends on systems approach. The aim of the study is to identify the effect of the applied teaching designed on learning and retaining some basic skills of basketball as well as identifying the best learning style in retention, time of performance and the number of teaching units. In addition to that, the research aimed at finding the best teaching designed followed in the research. The research hypothesized the following: 1. There are statistical differences in the effects of teaching designs on learning some basic skills in basketball. 2. There are differences in learning times among the applied designs. 3. There are statistical differences between the teaching designs in the posttests that show that the oral teaching was the best design. The researcher concluded the following: 1. All teaching designs proved their effect on learning and retaining the basic basketball skills. 2. The first group scored the highest average of retention in passing. This group applied display of skill and practicing on it and the same is true with free throw. The second group scored the highest average in retention of pivot that applied trail and error practice. 3. The second group that used trail and error practice was the fastest in learning and is considered the best followed by the fifth group, forth group and third group respectively in learning pivoting. The second group that applied trail and error practice the fastest learning and is considered the best followed by the fifth group, the forth and the third group respectively in free throw . | ||
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