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CHAPTER III

METHODOLOGY

The purpose of the study was to find out the comparative influence of

self learning (SLM), supervised learning (SPLM) and Multimedia Assisted

learning (MALM) on selected skills in basketball among school boys. The

selection of subjects, experimental design, orientation of the subjects, selection

of tests, testers reliability, test administration and the statistical technique were

used that are dealt in this chapter.

3.1 SELECTION OF SUBJECTS

Sixty male students in the age group between 13 and 14 years were

selected as subjects at random from LMS Higher Secondary School,

Kadamalaikuntu, Kanyakumari District. The subjects were healthy and

physically active. They completed physical activity questionnaire (Appendix I)

and was certified as fit by a qualified Medical Doctor. They were divided into

four groups at random consisting fifteen subjects in each group and they were

randomly assigned as experimental group I (SLM), experimental group II

(SPLM), experimental group III (MALM) and control group. All the subjects

chosen were beginners who do not have the learning experience through

systematic methods in the game of basketball. The subjects received consent

from their parents prior to participation in the research study (Appendix II).
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3.2 SELECTION OF VARIABLES

Based on the experience gained by the investigator through review of

related studies, journals and books on different training methods, the following

variables were selected for this study.

3.2.1 Dependent Variables

Skills in Basketball

1. Chest pass

2. Bounce Pass

3. Hook Pass

4. Right hand Dribbling

5. Left hand Dribbling

6. Jump Shot

7. Set Shot

8. Defensive movement.

3.2.2 Independent Variables

1. 12 weeks Self Learning

2. 12 weeks Supervised Learning

3. 12 weeks Multimedia Assisted Learning

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3.3 EXPERIMENTAL DESIGN

As suggested by the Clarke and Clarke (1985) and Best (1987) the pre-

test, post-test random group design was chosen by the investigator to conduct

the study. Experimental group I, group II, Group III and control groups were

selected and assigned by random method. They were tested prior to and after the

treatment. Experimental group I was given by the SLM, experimental group II

was given by the SPLM, experimental group III was given by the MALM. The

data collected prior to and after the treatment were analyzed statistically to find

out the significant difference among the groups.

3.4 ORIENTATION OF THE SUBJECTS

The subjects were clearly explained about the purpose of the study.

They were properly motivated to give the full co-operation and to take sincere

effort to learn the skills of basketball by attending all classes throughout the

experimental period. The subjects were oriented as to purpose of the study

before conducting the test. The method of conducting the test were

demonstrated and explained to the subjects before conducting every test.

Recording of the scores of all the tests were made known to them with the view

to motivate the subjects.

3.5 ORIENTATION OF THE RESEARCH ASSISTANT AND TESTERS

The physical education teacher who had enough experience in teaching

the game, basketball, from the Higher Secondary School, Nagercoil was chosen
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by the investigator for assisting him in the research work. The investigator gave

sufficient training to the physical education teacher to teach the skills to the

subjects following the SLM, SPLM, MALM. Three model lessons were taken

for each method of teaching by the physical education teacher under the direct

supervision of the investigator prior to the experimental period. The physical

education teacher was briefed the importance of the three methods of teaching

and the purpose of the study.

Clear demonstrations and instructions were given to the physical

education teacher and to the testers in regard to the conduct of all skill tests.

The skill tests were demonstrated and familiarized to the physical education

teacher and the testers by conducting the test again and again. This was also

done by the investigator before conducting all the skill tests on the subjects.

3.6 SELECTION OF TESTS

The purpose of the study was to find out the comparative influence of

three teaching methods on learning skills in basketball. The following

standardised skill tests were chosen and used by the investigator to measure the

ability of the subjects in executing skills in basketball.

To measure the skills in basketball (1) chest pass (2) bounce pass (3)

hook pass (4) right hand dribbling (5) left hand dribbling (6) jump shot (7) set

shot and (8) defensive movement. These standardized tests have been used by
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researchers and the same test has been used by the Sports Development

Authority of Tamil Nadu (1993), as detailed in Table I.

Table I

Basketball Tests and Units of Measurements Selected

S.No Variables Authored by Unit of

Measurement
1 Chest Pass AAHPERD Points
Basketball Skill Test
2 Bounce Pass Test Harrison Basketball Points
Test
3 Hook Pass Johnson Basketball Points
Skill Test
4 Right Hand Dribbling Johnson Basketball Points
Skill Test
5 Left Hand Dribbling Johnson Basketball Points
Skill Test
6 Jump Shot Johnson Basketball Points
Skill Test
7 Set Shot AAHPERD Points
Basketball Skill Test
8 Defensive Move Test AAHPERD Time in Seconds
Defensive Move Test

3.7 PILOT STUDY

The investigator conducted a pilot study with nine players who were not

subjects of the research study to determine work loads for training, feasibility of

conducting the selected training, the methods of testing, evaluate the

competency of the investigator testing, recording the timings and scores and

field equipments used in the present investigation.

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3.8 RELIABILITY OF DATA

The reliability of the data was ensured by establishing the instrument

reliability, subject reliability and tester's reliability.

3.8.1 INSTRUMENT RELIABILITY

Six electronic stop watches, non stretchable steel tapes, were used in

this study. The instruments used from standard companies and their calibrations

were accepted as reliable at par with international standards. The measurements

were collected twice and correlated for reliability.

The intra class correlation coefficient obtained by test, retest method is

presented in Table II.

Table II
The Reliability Coefficient of the Tests and Subjects by Test and
Retest Method

S.No Variables Authored by Obtained ‘r’

1 Chest Pass AAHPERD 0.82*

Basketball Skill Test
2 Bounce Pass Harrison Basketball 0.88*
Test
3 Hook Pass Johnson Basketball 0.83*
Skill Test
4 Right Hand Dribbling Johnson Basketball 0.84*
Skill Test
5 Left Hand Dribbling Johnson Basketball 0.80*
Skill Test
6 Jump Shot Johnson Basketball 0.82*
Skill Test
7 Set Shot AAHPERD 0.83*
Basketball Skill Test
8 Defensive Move Test AAHPERD 0.87*
Defensive Move Test
Table value r = (0.01) (1,7) = 0.798
* Significant at 0.01 level
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3.8.2 TESTER'S RELIABILITY

The tester's competency was established together with reliability of test.

To determine the reliability of the test, the performance of ten subjects were

recorded twice under similar conditions by the investigator. This was done by

the test and retest method on consecutive days. The repeated measurement of

subjects was conducted on the selected predictor variables to determine

reliability in an univariate situation

3.8.3 RELIABILITY OF THE SUBJECTS

The co-efficient of Correlation in Table I also indicated the subject

reliability because the same subjects were used under similar conditions by the

same test. No motivation techniques were used at the time of the testing

periods.

3.9 SELF LEARNING (SLM) GROUP

This group had fifteen subjects. They had five practice sessions for a

week with a duration of sixty minutes per session, which continued for twelve

weeks without any break excluding Saturdays and Sundays.

The subjects were asked to assemble in the basketball court. The basic

skills of (1) Passing (2) Dribbling (3) Shooting and (4) Defensive moves were

asked to be practiced in each session. Before starting the practice, the subjects

were instructed on the importance of each skill, benefits of self learning, correct
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method of executing the skills, disadvantages of wrong execution of skills, and

the need to practice specific skills until they gained the kinesthetic sense in

executing the selected skills. Further, they were also encouraged with video

graphed basketball games and execution of skills prior to practicing the skills.

The training session consists of the following:

1. Assembly and roll call 5 min

2. General and Specific Warming up 5 min

3. Practicing the Skill 30 min

4. Lead up Game 15 min

5. Review and Dismissal 5 min

During practicing the skill time of 30 minutes, the subjects of the groups

were asked to practice the following skills of self learning method:

Passing

i. Chest Pass

ii. Bounce Pass

iii. Hook pass

iv. Overhead Pass

Throwing

v. Right hand throw

vi. Left hand throw

vii Both hands throw

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Dribbling

viii. Straight Dribbling (Right and Left hand)

ix Zig Zag Dribbling (Right and Left Hand)

x Speed Dribbling

Shooting

xi Jump Shot

xii Lay up shot

xiii Set Shot from different positions

Defensive Move

xiv Defensive moves

xv Dodging

xvi Tackling

During the first week of training, the subjects were asked to practice

specific skills of passing, throwing, dribbling, shooting and defensive

movements on each day. From 2nd to 12th weeks the subjects were asked to

practice the skills repeatedly in a game situation.

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Fig. 1 SUBJECTS’ PRACTICING UNDER SELF LEARNING

METHODS
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3.10 SUPERVISED LEARNING GROUP (SPLM)

This group had fifteen subjects. They had five teaching sessions for a

week with a duration of sixty minutes per session, which continued for twelve

weeks without any break excluding Saturdays and Sundays. This group was

taught by SPLM following the parts such as :

1. Assembly and roll call 5 min

2. General and Specific warming up 5 min

3. Teaching the skill 15 min

4. Practicing the skill 15 min

5. Lead up game 15 min

6. Review and dismissal 5 min

They were learning and practicing the skill for the period of twelve

weeks as per the following schedule.

Passing

i. Chest Pass

ii. Bounce Pass

iii. Hook pass

iv. Overhead Pass

Throwing

v. Right hand throw

vi. Left hand throw

vii Both hands throw

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Dribbling

viii. Straight Dribbling (Right and Left hand)

ix Zig Zag Dribbling (Right and Left Hand)

x Speed Dribbling

Shooting

xi Jump Shot

xii Lay up shot

xiii Set Shot from different positions

Defensive Move

xiv Defensive moves

xv Dodging

xvi Tackling

All these skills were taught by a qualified and experienced physical

education teacher, specifically in-charge in the game of basketball. The teacher

received clear explanations and instructions from the investigator regarding the

teaching procedure adopted in SPLM. The investigator has chosen the following

teaching method to teach the skills of basketball game such as oral method,

demonstration method, command method, imitation method, part method and

whole method. The research investigator supervised all the teaching sessions

throughout the experimental period.

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Fig. 2 SUBJECTS’ PRACTICING UNDER SUPERVISED LEARNING

METHODS
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3.11 MULTIMEDIA ASSISTED LEARNING GROUP

This group also consisted fifteen subjects. They had five teaching

sessions in a week with a duration of sixty minutes per session without any

break for twelve weeks excluding Saturdays and Sundays. This group was

taught by MALM following the parts such as:

1 Assembly and roll call

2 General and Specific warming up

3. Learning the skill

4. Practicing the skill (along with watching videography on execution

of skills)

5. Feed back through observing the videos and corrections during the
practice session

6. Lead up game

7. Review and dismissal

The live game, video taped matches and still pictures were

shown to the subjects with explanations and instructions by the teacher to have

clear understanding of the skills involved in the whole game during the first

week (first five sessions) and to motivate subjects. After first week, the skills of

the basketball were taught to them. The practice of selected skills were video

graphed during execution. Thus, the multimedia assistance was used to learn

selected skills in basketball by this group. The recorded video were played for

observation by the subjects and suggested for corrections and execution of skills

perfectly and smoothly.

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The group was taught by the MALM of teaching by the same physical

education teacher. They were learning and practicing the skills for a period of

twelve weeks as per the following schedule.

Learning and practicing the skills was done by following methods

• Observing the skills demonstrated by the researcher

• Practicing the skills which is observed

• Watching the video graph of the skill to be learned

• Practicing the skills along with video graph

Correcting the skills

• The skills demonstrated by the players was video graphed and

corrections was made by the teacher

• Self corrections were made by the subjects

• The corrections observed by the group members (among subjects) were

also made

• Corrected after watching the video of the practicing session

Passing

i. Chest Pass
ii. Bounce pass
iii. Hook pass
iv. Overhead Pass
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Throwing

v. Right hand throw

vi. Left hand throw
vii Both hands throw

Dribbling

viii. Straight Dribbling (Right and Left hand)

ix Zig Zag Dribbling (Right and Left Hand)
x Speed Dribbling

Shooting

xi Jump Shot
xii Lay up shot
xiii Set Shot from different positions

Defensive Move

xiv Defensive moves

xv Dodging
xvi Tackling

All these skills were taught by the same physical education teacher. The

teacher received clear demonstrations, explanations and instructions from the

investigator regarding the teaching procedure adopted in the MALM. The

research investigator supervised all the teaching sessions throughout the

experimental period.
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Fig. 3 SUBJECTS’ PRACTICING UNDER MULTIMEDIA

ASSISTED LEARNING METHOD
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3.12 TEST ADMINISTRATION

The subjects were tested in the following skills in basketball. Standard

basketballs, basketball court and basketball rings were used.

3.12.1 CHEST PASSING (AAPHERD BASKETBALL TEST)

Purpose:

To measure skill in passing and recovering ball accurately while

moving. (AAHPERD Basketball Test)

Equipment

Standard inflated basketball, stop watch, smooth wall surface and

measuring tape for marking targets and restraining line.

Field Marking:

There will be six squares of 60 cm. by 60 cm; the squares are each

marked on the wall so that the base of the squares is either one point five five

meters or 90 cm from the floor. All adjacent squares will be marked on the floor

at a distance of two point five zero meters form the wall as shown in diagram as

shown in Figure 4.
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Fig. 4: FIELD MARKING FOR PASSING TEST

60cm A 60cm+ + 60cm+ C +60cm+ +60cm+ E +60cm+

B D F

155cm 90cm 155cm 90cm 155cm

90cm

250cm
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Warm-up

Pre test warm up and test trials was given to the subjects.

Administration

There will be a total of three trials of 30 seconds each. The first trial is

considered as a practice and the last two are recorded. Number of passes

counted for 30 seconds. The subject (with a ball) stands behind the restraining

line and face the target on the far left ‘A’ On the signal ‘Go’ the performer chest

passes to first target, recovers the rebound while moving to a location behind

the second target and behind the restraining line and chest pass at target ‘B’. this

pattern continues until target ‘F’ is reached, where two chest passes are

executed, following which the performer then passes to ‘E’, repeating the

sequence by moving towards the left. The stop watch will also be started on the

signal ‘Go’ and on completion of 30 seconds the watch will be stopped. Number

of hits made on the target will be counted.

Rest

30 seconds to one minute was given for rest.

Scoring

In each passing the ball hits the target or the boundary line of the target

counts two points, and ball hits the intervening spaces on the wall counts one
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point. The highest numbers of points scored in 30 seconds out of two trials were

taken as test score.

Violations / Penalties:

1. Passing from a point in front of the restraining line (foot fault) no

points awarded for the pass.

2. Passing at targets B, C, D and E twice in succession. No points

awarded for second pass.

3. Failing to use chest pass-no points awarded for the pass.

3.12.2 BOUNCE PASS (HARRISON BASKETBALL TEST)

Purpose

The purpose of the test was to measure the speed of passing basketball

under the stress of time.

Equipment

Standard inflated basketball, a line on the floor parallel to and 8 feet

from the wall, 1 stopwatch, one score sheet and helpers.

Procedure

The subject was instructed to pass the ball in any fashion against the

wall. The ball must be thrown and received from behind the restraining line as

shown in figure 5..

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Scoring

The better score of two 30 second trials was counted. One point was

counted each time the ball hits the wall.

Fig 5: FIELD MARKING FOR BOUNCE PASS

Wall

1M

8 ft

3.12.3 HOOK PASS(JOHNSON BASKETBALL SKILL TEST)

Throw for Accuracy

Purpose

The purpose of this test was to measure the hook pass ability of the

subjects. (Johnson Basketball Skill Test)

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Equipments

The facilities and equipment needed for conducting this test were a

target area, a space about 50 feet and a basketball.

Field Marking

A target area, a standard basketball back board was marked with two

rectangles inside the board as shown in Figure 6.

Fig 6 : FIELD MARKING FOR HOOK PASS

6 ft 72”

2
1 ft
1 ft
3
40 ft
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Procedure

The subject was asked to stand behind a line marked 40 feet from the

target and throw the ball using a basketball to the target for 10 trails on the

signal "Ready-go".

Scoring

Three points were awarded for every ball hitting the center of the target

or on the inner line, 2 points for landing in the middle rectangle and line, and 1

point for ball landing in the outer rectangle or on the line. The possible total

points one could score was 30 out of 10 trails.

3.12.4 RIGHT HAND DRIBBLING (JOHNSON BASKETBALL TEST)

Purpose

The purpose of the test was to measure the dribbling ability (right hand)

of the subject. (Johnson Basketball Test)

Equipment

3 Chairs to serve as hurdles; basketballs.

Field Marking

Four chairs and a rectangular target area were drawn as shown in Figure

VII.
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Procedure

The subject was required to cover a maximum distance while dribbling

around obstacles in 30 seconds. Four chairs were placed in a straight line at six

feet apart. First obstacle was 12 feet apart from the starting line which was 6

feet wide. The subject was asked to begin dribbling with right hand from one

end of the starting line and was required to dribble for 30 seconds in a zig zag

manner around the turnings at each obstacle point approaching the first obstacle

on the opposite side of the starting point and by turning about at the fourth

obstacle as shown in Figure 7.

Fig 7: FIELD MARKING FOR RIGHT HAND DRIBBLING

Scoring

The score was equal to the number of zones covered in 30 seconds. The

scoring position was also given in Figure IV. The subject got one point on

crossing each obstacle. The two sides of the last obstacle and the starting line

mark provide two separate points as they represent the boundaries of two zones

each.
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3.12.5 LEFT HAND DRIBBLING(JOHNSON BASKETBALL TEST)

Purpose

The purpose of the test was to measure the dribbling ability (left hand)

of the subject. (Johnson Basketball Test)

Equipment

4 Chairs to serve as hurdles; basketballs.

Field Marking

Four chairs and a rectangular target area were drawn as shown in Figure

8.

Procedure

The subject was required to cover a maximum distance while dribbling

around obstacles in 30 seconds. Four chairs were placed in a straight line at six

feet apart. First obstacle was 12 feet apart from the starting line which was 6

feet wide. The subject was asked to begin dribbling with left hand from one end

of the starting line and was required to dribble for 30 seconds in a zig zag

manner around the turnings at each obstacle point approaching the first obstacle

on the opposite side of the starting point and by turning about at the fourth

obstacle as shown in Figure 8.

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Fig 8: FIELD MARKING FOR RIGHT HAND DRIBBLING

Scoring

The score was equal to the number of zones covered in 30 seconds. The

scoring position was also given in Figure IV. The subject got one point on

crossing each obstacle. The two sides of the last obstacle and the starting line

mark provide two separate points as they represent the boundaries of two zones

each.

3.12.6 JUMP SHOT (JOHNSON BASKETBALL TEST)

Purpose

The purpose of this test is to measure the jump shot shooting ability of

the subjects. (Johnson Basketball Test)

Equipments

The testing materials used were basketball, basketball goal and stop

watch.
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Procedure

The subject was asked to shoot as many baskets as possible in any style

from any distance standing close under the basket in 30 seconds in time.

Scoring

One point was scored for every basket made.

3.12.7 SET SHOT (AAPHER BASKETBALL TEST)

SHOOTING FROM DIFERENT SPECIFIED POSITIONS

Purpose

To measure skill in rapidly shooting from specified positions and to a

certain extent, agility (co-coordinative ability) and ball handling. (AAPHER

Basketball Test)

Equipment

Standard inflated basketball, standard goal, stop watch, measuring tape

for marking floors.

Fielding Marking

Five shooting spots (markings) should be marked on the floor of the

regulation basketball court in front of a basket at five different angles to the

target (basket) namely at zero degree angle to the right and zero degree to the
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left, at 45 degree angle to the right and 45 degree angle to the left and at 90

degree angle (in front) to the centre of basket at three different distances three

meters, four meters and five meters from the centre of the ring, which is the spot

at one point five seven five meters from the mid-point of the base line as shown

in Figure 9.

Fig. 9 FIELD MARKING FOR SET SHOT TEST

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Warm-up

Pre test warm up and test trials was given to the subjects.

Administration

The subject will be tested for the skill in shooting for each distance

repeatedly. There will be three trials of 60 seconds each form distance namely

three meters, four meters and five meters the first is practice trial and the next

two are recorded. Performer may stand behind any marking ‘A’ or ‘E’. on the

signal ‘GO’ performer will shoot in the fashion by following the spots ABCDE

or EDCBA reverse from same distance spots.

One foot must be behind the marker during each attempt. On the signal,

the subject will shoot, retrieve the ball, dribble to the next designated spot and

shoot.

A maximum of four lay up spots may be attempted during each trial but

no two successive lay up shot attempts are to be made. The performer must

attempt at least one shot from each designated spot.

Rest

30 seconds to one minute was given for rest.

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Scoring

Including lay-ups, each shot are awarded with two points, and for each

unsuccessful shot the ball hits the rim were awarded with one point. Score for

shooting recorded as speed spot shooting from spot one, two, three at the

distance of three meters, four meters, and five meters respectively.

Violations / Penalties

1. Ball handling infractions (traveling, double dribble etc.) shots

attempted following violations will be scored as zero points.

2. Two lay-ups in succession (second lay up scored as zero point)

3. More than four attempts at lay ups (all excessive lay-ups scored

as zero points)

4. Failure to shoot from each of the five designated spots (repeat

trial).

3.12.8 DEFENSIVE MOVEMENT (AAHPERED BASKETBALL

DEFENSIVE MOVEMENT TEST)

Purpose

To measure the performance skill of basic defensive movement of the

subjects.

Equipments

Basketballs and basketball courts duly marked as shown in Figure 10.

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Procedure

The subject was required to make sliding movements towards his left

along marked perimeter by the free throw line, the boundary line behind the

basket and the rebound lane lines which were marked into sections as illustrated

in Figure 10. The time required to complete the full course from ABCDEFA

was recorded to provide the scores.

Fig 10 FIELD MARKING FOR DEFENSIVE MOVEMENT TEST

Score

The time taken by the subject to move from ABCDEFA was recorded in

seconds and considered as the defensive movement ability of the subjects.

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3.13 STATISTICAL ANALYSIS

In this experimental study, the subjects were tested prior to and after the

experimental period and hence the Analysis of Co-Variance (ANCOVA) as

described by Clarke and Clarke (1972) was used:

(MS yx)b
F =
(MS yx)w

Scheffe’s post hoc analysis was also applied to ascertain the significant

difference between the adjusted means of experimental groups (Clarke and

Clarke,1972).

______
Wr = qr / (MS)w
√ n