The Connection of Motor Control and Learning To The Game of Basketball

REVIEW OF RELATED LITERATURE
The Connection of Motor Control and Learning

to the Game of Basketball
Submitted by:
Dineros, Wystine Herold Q.
BPED 1-1
Submitted to:
Mrs. Lualhati A. Dela Cruz
Professor
1
Introduction
The paper will focus on the relationship between motor control and motor learning
and the game of basketball. The review will discuss how motor control and learning affect
the execution of fundamental basketball skills. The said basic skills include shooting,
passing, dribbling, etc.
It is vital for a basketball player, whether a beginner, an amateur, or a professional,
to learn and understand the concepts of motor control and learning to execute and
practice the sport's fundamental skills properly.
The scope of the literature that this paper will review is primarily based on the set
of skills mentioned above. The paper will provide a thorough evaluation and
understanding of the supporting literary works to create a proper analysis and address
the central topic of the study.
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REVIEW OF RELATED LITERATURE
RRL 1
Title
Assessment of gameplay in basketball
Authors
Isabel Tallir, Eliane Musch, Matthieu Lenoir, Martin Valcke
Journal
Research Gate Publication

pp. 99-107
Published on May 31, 2014
Findings
The researchers conducted the study on primary school children with an

average age of 10-11. The study respondents are 97 in total; 45 students were
assigned to the traditional approach, while 52 are allocated to the experimental
group based on the Invasion Games Competence Model (IGCM). The purpose of
the study is to examine the impact of two instructional approaches, the Invasion
Games Competence Model (IGCM) and a traditional approach, in the children’s
acquisition of basketball knowledge. (Tallir, Musch, Lenoir, & Valcke, 2014)
Basketball is a game that consists of many skills, officiating, and rules
necessary for the successful execution of the sport. In this study, the researchers
tried a new learning method to discover a new way of teaching basketball to
younger generations.
The game selected, the participants' ages, the duration and nature of the
program, the impact factors examined, and the measurement instruments (Rink et
al., 1996) proved to be relevant in the instructional approaches used and the
resulting performance of children.
Learning for a child might be difficult, and a new experiential approach to
apply, such as the Invasion Games Competence Model, would complicate
knowledge acquisition. The guidance given to the children from the start to finish
of the study benefited them to get the needed results in the end.
The style of basketball highlighted in the study is the three-on-three game.
It is played in a half-court setup where the movements are limited and more
straightforward than the usual full-court, five-on-five game style. The rules of 3 on
3 are almost the same as the five-on-five but with some modifications. The
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researchers chose the type since it is easier and more convenient to teach,
especially for kids.
The results suggest that there are no significant variations in instructional
methodologies for the memory and decision-making tests. Nonetheless, the
researchers observed an efficiency impact for the IGCM technique on the
decision-making test, implying that the IGCM is more effective but not more than
the old way. (Tallir et al., 2014)
Conclusion and Recommendation
It was discovered from the study's findings that there was no significant
difference in influence between the two teaching styles on either the decision-
making or memory tests. A comparable increase in decision-making and memory
scores can be observed in both scenarios.
When the following test results are taken into consideration, the statistically
significant differences are no longer present. In conclusion, the IGCM technique
increases the efficiency of the learning process, that is, the amount of time required
to reach a specific degree of influence.
The results of the study imply that the IGCM method is as effective as the
traditional way. The significant developments of the process are still new to the
system, but the room for improvement is still there.
The study’s findings suggest that one must improve the IGCM approach to
get better results. The researchers should study older students of motor learning
to see if the results will differ. The factor of age, skill level, and experiences all
affect the motor abilities and competencies of a person.
RRL 2
Title
Global vision to understand the game situations in modern basketball
Authors
Gaetano Altavilla, Gaetano Raiola
Journal
Journal of Physical Education and Sport

pp. 493-496
Published on November 25, 2014
Posted Online on December 30, 2014
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Findings
In basketball, like in all competitive sports, offensive and defensive

coordination strategies require excellent communication between teammates and
quick and accurate awareness of game situations (Messina, 2005). The basketball
game is deeply rooted in teamwork, and every player has their corresponding role
to play for the team to be successful.
Playing or watching a basketball game where both teams have players
trying their best to fulfill their roles is a redeeming situation that adds to the overall
quality of the game. A team may have a star player, a shooter, a playmaker, a
slasher, or a role player. Basketball experts, or even fans, may give them labels,
but what makes them equal is that they have a duty that their playing position
requires.
Basketball is considered a sport of circumstances, which refers to all sport
where it is not feasible to predict the activities that will occur throughout the game
(Altavilla & Raiola, 2014). The game of basketball is constantly evolving, and the
process of modernization is inevitable. Understanding and knowing the structural
changes throughout the years will be essential to one’s knowledge of rules and
situation changes in basketball history.
The motor control system is a critical factor in implementing a successful
teaching-learning process in the same manner as in school (Raiola, 2011b).
Without motor control and learning, the process of knowing the essential
knowledge in basketball will not be as effective as it can be. Motor control and
learning are considered the main drivers for acquiring motor competencies,
especially in team sports such as basketball.
The methodology is tricky—integrating many research methods into a
single product using an ecological model. While doing historical documentary
research, the researchers assess the theoretical and educational components of
physical sport and motor activities using basketball and team sport ideas. Also, the
academic and argumentative study examines procedural and instructional
processes of physical motor and athletic activities according to the major
scholastic, psychological, and physiological theories. Analyzing results and
reasoning with deductive argumentation (Raiola, Tafuri, & Paloma, 2014).
Results illustrate circumstances are the goal for the correct interpretation of
the topic, and therefore each training session must be designed around a plan that
has the correct solution (Altavilla & Raiola, 2014). The mastery of the game is
essential in determining the right move for every situation. If a player knows how
to react to specific circumstances and possesses good decision-making, making
the right choice will naturally come.
In the process of teaching-learning, proper explanation with some
demonstration is vital. Offering visualization of the best motor-idea action to be
accomplished is critical. Let the athlete do the technical movement then, right after
the performance, give suggestions on improving. Eventually, let the player do
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many moves at slow and full speed, ensuring to always begin with the basics
(Altavilla, Tafuri, & Raiola, 2014).
The player who thrives in games such as basketball is the one who can find
a solution to any difficulty, however unlikely that may seem, as conditions in a
basketball game are never the same (Altavilla & Raiola, 2014). Any basketball
athlete knows that basketball is a sport that can take you by surprise. It is a game
that is unpredictable, and anything can happen. The ball is round, which means
some situations can put someone in a difficult situation, but it can also put one on
the right path to success.
The modernization of the game of basketball is unchanging. As generation
after generation passes, the knowledge of the game will improve. The future batch
of basketball players will learn using different teaching-learning techniques shaped
by innovators in the world of sport.
Studies such as this one must continue along with the constantly changing
worldwide perspective, not only in basketball but also on anything influenced by
modernization.
RRL 3
Title
Motor learning strategies in basketball players and its implications for ACL injury
prevention: a randomized controlled trial
Authors
Anne Benjaminse, Bert Otten, Alli Gokeler, Ron L. Diercks, Koen A. P. M. Lemmink
Journal
Springerlink.com
Knee Surgery, Sports Traumatology, Arthroscopy
Volume 25, pp. 2365–2376
Published Online on August 11, 2015
Findings
Applying external attention to the movement effect may optimize current

ACL injury preventive measures. The goal of the present study was to learn about
the long-term consequences of an EF, both by visual stimulation and by an internal
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perspective, by a verbal input (Benjaminse, Otten, Gokeler, Diercks, & Lemmink,
2015).
A serious injury such as an anterior cruciate ligament or ACL injury is
common in basketball players and applies to a variety of athletes competing in
contact and physical sports.
ACL injuries in basketball are quite frequent due to the amount of
cutting. Women basketball players are prone to injury. The ACL is a ligament that
connects the femur to the tibia via the knee. This is one of four primary ligaments
in the knee, which provides stability that is crucial for basketball players. After
an ACL surgery, rehabilitation begins, and basketball is out of the question for
several months (Wood, 2011).
The landing plays a significant role in the occurrence of injuries. When a
player always lands on one foot, then the probability of sustaining injuries is higher.
In contrast, if a player has a habit of landing using both of his feet together paired
with proper bending of the knees, the probability of injury is low. An even
distribution of impact on the lower limbs of an athlete is critical for every athlete,
especially in basketball.
The researchers' goal is to discover a way of acquiring motor skills in
basketball while considering its effects and implications to injuries such as ACL
injury. The research is related to motor control and learning in basketball since it
talks about one of the underlying issues that can affect the motor competencies of
a basketball player.
Motor control and learning are connected to basketball injuries. If a player
prioritized strength and stability among other skills, then the probability of
sustaining injuries as serious as an ACL injury is relatively low. Proper training,
guidance, and motivation in basketball are essential. An athlete’s mentality is an
integral part of his game. Injuries are all part of the game. Most types of injuries
are unpredictable, yet they can be avoided with caution and proper conditioning.
The researchers have ninety experienced basketball players who
completed three sessions of sidestep slashing drills in the study. Three groups of
athletes have formed: VIS (Visual), VER (Verbal), and CTRL (Control). Kinematics
and kinetics were gathered during the maximal knee anterior plane moment
(Benjaminse et al., 2015).
According to the study of Benjaminse et al. (2015), males in the VIS group
showed a more significant vertical ground reaction force (S1: 25.4 ± 3.1 N/kg, S2:
25.8 ± 2.9 N/kg, S3: 25.2 ± 3.2 N/kg) and knee flexion moments (S1: −3.8 ± 0.9
Nm/kg, S2: −4.0 ± 1.2 Nm/kg, S3: −3.9 ± 1.3 Nm/kg) compared to the males in the
VER and CTRL groups and the females in the VIS group (p < 0.05). Additionally,
the males in the VIS group reduced knee valgus moment, and the females in the
VER group decreased knee varus moment over time (n.s.).
7
Men respond to visual feedback, while alternative response modes may be

a requirement for female subjects. The day-to-day practice may have to account
for sex-specific teaching strategies. The utilization of video instruction and
feedback when teaching athletes' movement patterns could lead to unsatisfactory
long-term efficiency in minimizing ACL injuries (Benjaminse et al., 2015).
It is evident and evident that male athletes are more adaptive and flexible
than female athletes. The different methods used in the study are more practical
to male athletes since their motor competencies and capacity to adapt in particular
situations are utilized well.
ACL injuries are more familiar to women than men, which is an alarming
issue that requires more scientific studies and research to address. The study
proved ineffective for female athletes, so the researchers must apply other
methodologies to address the situation accordingly.
Motor learning strategies of both male and female athletes in learning the
game of basketball are different. The approaches of either gender to the sport
differs from one another. Male basketball players are more athletic, physical and
play a fast-paced, more technical game. On the contrary, female basketball is more
rooted in shooting with less physicality.
RRL 4
Title
Structure of Coordination Motor Abilities in Male Basketball Players at Different

Levels of Competition
Authors
Sadowski Jerzy, Wołosz Paweł, Zieliński Janusz, Niźnikowski Tomasz, Buszta
Mariusz
Journal
Polish Journal of Sport Tourism

Volume 21, pp. 234-239
Published on 2014
Posted Online on January 18, 2016
Findings
Motor ability and coordination are critical in the game of basketball. The
movements the game requires include a set of limb coordination such as shooting,
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passing, and dribbling. An athlete with motor ability and coordination issues will be
limited in skill competency on the court and will not utilize the essential skills to
play competitively.
According to Sadowski, Wołosz, Zieliński, Niźnikowski, & Buszta (2014),
183 male basketball players from ten Polish sports clubs were included in the
study. Seniors (n=42) were aged 24.5 (± 3.3), juniors (n=37) were aged 16.8 (±
0.6), cadets (n=54) were aged 14.5 (± 0.1), and children (n=50) were aged 13.4 (±
0.2).
A series of mobility exams were used to evaluate the following coordination
motor abilities or CMA: kinesthetic distinction of movements, spatio-temporal
orientation, reaction time, movement coupling, sense of balance, sense of rhythm,
and movement adjustment (Sadowski et al., 2014).
The coordination motor abilities are skills acquired by an athlete through
practice. The concept is not conceived by birth; learning and discovery are
significant factors that relate to a person's accretion of coordination motor abilities.
The series of tests administered in the study will examine how the capability will
differ based on age and experience factors.
Coordination motor abilities are also attained through motor control and
learning. The discipline of motor learning and motor control will provide the
appropriate tools for a person to absorb the needed skills and knowledge to grow.
In basketball, coordination motor abilities are essential in completing the specific
type of plays administered by the coach. The talent is not only focused on the
individual gain; it is also a part of a whole system of the team.
According to the results of the study by Sadowski et al. (2014), basketball
players' CMA structures were made up of three or four elements. These elements
include rhythm, movement differentiation, movement coupling, and movement
modification. Systems with less frequency had spatio-temporal orientation,
balance, and reaction time.
An examination of the CMA structure in detail indicated that components
varied from heterogeneous (children and cadets) to homogeneous (juniors and
seniors). Children and cadets had the least prevalence of detected components in
the common variance (58.9 percent and 62.9 percent, respectively). In contrast,
juniors and seniors had the most extensive spread (69.3 percent and 68.48
percent, respectively) (Sadowski et al., 2014).
Coordination motor abilities are vital in basketball training. They are critical
not only for developing and honing fundamental technical skills but also for
assessing the effectiveness of an athlete and his actions throughout the game
(Sadowski et al., 2014).
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The use of different levels of basketball players proved to be beneficial to
the study. The methods used are also property executed which led to detailed and
functional results for the research.
The research provided an effective way of using the methodology applied
to various stages of training. Every player ranging from rookies, amateurs,
sophomores, seniors, and veterans has different coordination motor abilities or
CMA. Each player can utilize it in decision-making skills during practice and in-
game situations. The coordination motor abilities of a player will differ on the style
of play, competitiveness, and overall competency as a player.
As highlighted by Raczek et al. (2000), getting to know the whole structure
of coordination motor abilities requires diverse approaches, strategies, and
research methods. The process can be complicated, but experts can study it with
enough data and feedback from athletes. It can provide a scientific basis for the
proper use of acquired and existing skills in basketball.
The findings showed a definite distribution of chosen elements of the CMA
in male athletes at varying levels of competition. The study found the CMA during
all training stages. CMAs, which are integral to the framework through every phase
of training was highlighted. The research outcomes only apply to real situations in
sports training and physical education and, thus, do not address coordination
mechanisms (Sadowski et al., 2014).
RRL 5
Title
Effects of cooperative learning and concept mapping intervention on critical

thinking and basketball skills in elementary school
Authors
Mei-Yao Huang, Hsin-Yu Tu, Wen-Yi Wang, Jui-Fu Chen, Ya-Ting Yu, Chien-Chih
Chou
Journal
Thinking Skills and Creativity

Volume 23, pp. 207-216
Published Online on January 6, 2017
Findings
Critical thinking skill is beneficial in accomplishing tasks which require

efficient decision-making and manipulation of skills. It is a factor that can influence
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both motor learning and motor control of a student. The proper use of critical
thinking can provide guidance and motivation for a person’s morale to make the
right move and be open to any possibilities.
In the elementary setting, the students’ critical-thinking skill is not yet truly
present. The skill is developed and influenced by real-life situations that will shape
the overall well-being of an individual. The use of critical thinking for students in
elementary school is crucial for their motor learning and control. Proper practice
with guidance from teachers and corresponding feedback is essential in the
development of students' motor skills.
The purpose of the study was to determine the impact of collaborative
learning and idea mapping on students' critical thinking and skill acquisition during
physical education (Mei-Yao, Hsin-Yu, Wen-Yi, Jui-Fu, Ya-Ting, & Chien-Chih,
2017).
170 fifth-grade students were allocated to one of three conditions:
cooperative learning (n = 54), concept mapping (n = 57), or a control condition (n
= 59). Following that, the pupils evaluated their basketball abilities and critical
thinking abilities (Mei-Yao et al., 2017).
The division of all the students is close to equal. The strategy will help them
determine the significant differences in responses and results from the students
assigned to different situations. The result is expected to be distinct and unique
since the 170 students were divided into three sections with a specific focus.
According to Donnelly et al. (1999), competent physical education promotes
the improvement of motor skills and critical thinking capabilities of students. The
quality of the teaching pedagogy of the teacher will reflect on the learning process
of the students. If the teaching strategy is effective, it will benefit the students. It
will also give the educator specific credentials and the confidence to inspire and
guide more students in the long run.
Cooperative learning is a form of teaching in physical education in which
students collaborate in small groups to acquire knowledge in the psychomotor,
cognitive, and affective domains (Dyson et al., 2004; Iserbyt et al., 2011).
Concept maps, centered on the concept mapping theory, are networks of
terminals and labeled lines that reflect ideas and definitions in a specific area used
to evaluate significant parts of a person's declarative knowledge (Fitzpatrick and
Zizzi, 2014).
The results revealed that participants in the cooperative learning and
concept mapping conditions improved their basketball abilities and critical thinking
skills more than those in the control condition.
The findings suggested that social collaboration and concept mapping
facilitated motor skills acquisition and created an atmosphere suitable for critical
thinking in physical education (Mei-Yao et al., 2017).
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The outcomes of this study support the hypothesis that the cooperative
learning and concept mapping techniques will aid students to develop basketball
abilities and critical thinking skills in a physical education setting more effectively
than the practice style (Mei-Yao et al., 2017).
The practice of the skill with fellow students in the cooperative learning
concept proved to be beneficial for improving critical thinking skills. The
brainstorming of ideas is present, and everybody is interconnected, which provided
a healthy learning environment for every individual.
The findings corroborate previous research demonstrating that learners
acquire their basketball skills and critical thinking more successfully when they
work collaboratively or through concept mapping than when they work
independently using typical practice methods (Hall & O’Donnell, 1996; Dyson,
2002; Lafont et al., 2007; McPherson & Kernodle, 2007; Dyson et al., 2010).
The teaching methods used by educators, instructors, and coaches are
critical to acquiring an individual's knowledge. A particular method may or may not
work for an individual, so adaptability and availability of other choices must be
present. As I have been saying, the teaching method used will reflect and will
influence the motor performance and the overall competencies of an individual.
RRL 6
Title
Selected Aspects of Motor Coordination in Young Basketball Players
Authors
Teresa Zwierko, Piotr Lesiakowski, Beata Florkiewicz
Journal
Human Movement
Volume 6, Issue no. 2, pp. 124-128
Institute of Physical Culture, University of Szczecin, Poland
Published on 2005
Findings
Motor coordination among young and aspiring basketball players is vital for
their development. Most of our current knowledge is acquired back when we were
young and as we grow and develop. Starting them young is an integral step in
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getting more kids inclined to play sports. Discipline and teamwork are just a few of
the many concepts one can absorb by dedicating time to committing to a sporty
lifestyle.
Motor coordination is not present by birth. It is developed by appropriate
coaches that will guide an individual to acquire the needed competencies to grow.
The skills of young basketball players are still raw, and yet it is one of the bright
sides since there is still a lot of room for improvement. The three stages of motor
learning by the Fitts and Posner Model, mainly Cognitive, Associative, and
Autonomous, apply to this matter.
The purpose of this study was to evaluate chosen characteristics of motor
coordination in junior basketball players to their non-sporting equivalents; it also
served as a means for assessing qualification requirements and initial training
phases (Zwierko, Lesiakowski, & Florkiewicz, 2005).
Zwierko et al. (2005) research involved forty 14–15-year-old basketball
players from four macro-regions in Poland. The control group included 40 non-
sporting boys of the same age. The relevant skills were measured using computer-
assisted laboratory technology: reaction time, spatial orientation, complex multiple
stimulus reaction, focused attention, movement frequency, dynamic spatial
discrimination, directional and temporal anticipation, and movement acquisition
rate.
Basketball is a sport that requires coordination of motor movements to
execute the fundamentals correctly. It involves the coordination of the body and
within groups of people or what is known as a “team.” Simply running a play in
basketball requires complex motor coordination to meet specific criteria or
smoothness of the designed play. We can conclude that without motor
coordination, basketball will never be the same as today.
Young basketball players had superior motor coordination levels than their
non-sporting counterparts due to well-directed recruitment, selection, and
instruction. The most significant disparities in findings were noticed in the spatial
orientation, complicated reaction and focused attention, and rate of movement
acquisition assessments between the two groups tested (Zwierko et al., 2005).
The study results are already predictable since basketball players have
better motor coordination than non-sporting individuals regardless of age. Still, the
study is composed of different methods where non-sporting individuals can provide
valuable data since it will be compared to the results coming from young basketball
athletes.
Young basketball players are the demographic highlighted in the study to
gather pertinent data and responses that will support the research. The study can
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also be done with other demographic factors to see how much the results can
change.
According to Zwierko et al. (2005), the tests utilized in the current study
allowed the researchers to thoroughly analyze particular areas of motor
coordination in young basketball players compared to their non-sporting peers,
which allowed the delivery of key ideas and observations.
RRL 7
Title
The Influence of the Elements of Basketball on the Development of Motor Skills in

Children with Special Needs
Authors
Marko Radenković, Dragana Berić, Miodrag Kocić
Journal
Physical Education and Sport

Volume 12, Issue no. 2, p. 123-130
Published on 2014
Findings
Basketball can be challenging for children with special needs since the
game requires motor coordination of the entire body. The mental and physical
aspect of the game of basketball will be limited for them but is still playable at the
very least. A child with a special need can still develop some motor skills using
basketball and can also enjoy, have fun, and relax while practicing basic skills.
Patience and understanding are two significant characteristics an educator
or a coach needs to teach basic motor skills in basketball to children with special
needs. The teaching-learning methods are also modified to address unique
situations and instances in the practice of educating individuals with special needs.
During adolescence, everyday physical activity is vital for improving one's
health, aiding appropriate development of children with disabilities, and preventing
cardiovascular and metabolic diseases from forming later in adulthood
(Radenković, Berić, & Kocić, 2014). Regular physical activity is essential for
everyone’s well-being regardless of condition. Having a healthy lifestyle will lead
to lesser complications in the future.
According to Shapiro and Dummer (1998), disabilities such as intellectual
disability can make it difficult to learn and participate in any educational setting,
14
including physical education. When it comes to motor skills, children with mental
impairment develop relatively poorly, unlike children with normal cognition since
childhood.
A longitudinal study was administered to a sample of 27 individuals,
students from special schools "14. October" in Nis, categorized into two groups, to
investigate the influence of basketball aspects on the growth of motor skills in
children with special needs (Radenković et al., 2014).
The benefits of participating in sports for children with special needs are
comparable to those with typical development. These beneficial impacts are
exhibited in physical health and psychological health, including children's
cognitive, social, affective, and moral development (Franciosi, 2007).
Sports and leisure are two factors that can enhance the overall well-being
of a child with special needs. It will also provide enjoyment and may build
camaraderie among other children with the same condition. Producing and
releasing sweat is vital for our body to remove waste materials. Most people with
cognitive disabilities are prone to a sedentary lifestyle due to their lack of motor
mobility. Leisure activities such as playing sports and games will diminish the
negative factors that physical inactivity may inhibit.
The researchers took two measurements, the first at the start of the
experiment and the second in the end. The data was statistically examined and
displayed in tables. The findings partially verified the notion that basketball
technique features have a statistically profound impact on the performance of
specific motor skills (Radenković et al., 2014).
The program's adaptation to accommodate youngsters with special needs

directly impacted a variety of motor skills. Only eight basketball courses were held,
which suggests that specific basketball methods can be helpful for kids with special
needs (Radenković et al., 2014).
Some basic basketball skills were beneficial for children with special needs.
It will help them realize and learn that they can also have motor skills but limited
capacity. The study proved to be successful in that it showed significant results
that can be useful for future references.
If there had been additional classes, the outcomes would have been much
better. Children with special needs need patience, persistence, love, and
motivation to interact with each other. The coaches must modify the information
and context to a child’s intellectual and behavioral traits (Radenković et al., 2014).
According to Lazor (2009), it is not easy to identify the finest approaches for
children with disabilities. Several children benefit when they accomplish things
independently, while others prefer collaborating with individuals of their
generation. Some children excel in making connections between objects and
15
experiences, while others prefer to observe. Regardless of how kids learn,
teachers provide the circumstances which adapt to their pupils' learning styles.
RRL 8
Title
Training Visual Control in Wheelchair Basketball Shooting
Authors
Raôul R. D. Oudejans, Sjoerd Heubers, Jean-René J. A. C. Ruitenbeek, Thomas

W. J. Janssen
Journal
Research Quarterly for Exercise and Sport

Published on 2012
Posted Online on January 23, 2013
Findings
Visual control is essential in shooting basketball. It will help an athlete

improve the efficiency and consistency of his set of skills. In wheelchair basketball,
athletes are tied to a wheelchair but are still responsible for their overall actions on
the court.
This study aimed to determine the effect of visual control instruction on
professional wheelchair basketball shooting. This ability is more difficult to learn
than standard basketball because players shoot from a fixed position (Oudejans,
Heubers, Ruitenbeek, & Janssen, 2012).
Basketball shooting while in a wheelchair is challenging due to the limited
set of movements allowed. Shooting, especially in jump shots, requires jumping to
build power and balance to make the shot. Wheelchair basketball athletes cannot
jump, so they need to improvise to make a successful shot. Wheelchair basketball
shooting requires visual control to be possible.
Visual control allows for proper sensory skills to focus on the rim while being
influenced by in-motion regulatory conditions. Efficient shooting accuracy connects
to the ability of an athlete to make a shot mainly through muscle memory and
awareness of the environment. Visual control is vital for wheelchair basketball
shooting as it can influence a player’s ability to score at will.
According to Oudejans et al. (2012), shooting with a perceptual limitation
prompted participants to employ target information as late as necessary during the
16
training. Participants drove beneath a big screen that first obstructed the basket,
where they attempted a shot as soon as they saw the rim.
The methods utilized in the study proved to be a challenge to the subjects.
The technique ensured that participants would have to use their visual control skills
to adjust to certain factors. The methodology is helpful in testing and enhancing
visual control and its implication to wheelchair basketball shooting.
Visual control is undoubtedly critical in wheelchair basketball. The skill

applies when moving with defenders obstructing the path to the basket. Focus is
a factor that can make visual control possible.
Shooting percentages improved while practicing with a screen.
Researchers concluded that visual control training is an excellent technique for
wheelchair basketball shooting development. The findings strongly suggest that
perceptual motor performance can be increased even for professional athletes by
altering relevant limitations in the learning environment (Oudejans et al., 2012).
Wheelchair basketball training can be more effective if the athletes are
exposed to various challenges to push their skills to the limit. It can be a beneficial
way to train a particular set of abilities such as shooting. Shooting and visual
control are both connected, and without the help of each other, either one will not
be successful.
The researchers can also address the study to a different set of fundamental
skills such as passing to determine if the results will differ or will be the same as
shooting. The methodology used can also be modified and employ other factors
regarding environmental context. The findings can influence existing training
pedagogies and will make them less complicated and more effective.
RRL 9
Title
Learning opportunities in 3 on 3 versus 5 on 5 basketball gameplay: An application

of nonlinear pedagogy
Authors
Isabel B. Tallir, Renaat Philippaerts, Martin Valcke, Eliane Musch, Matthieu Lenoir
Journal
International Journal of Sport Psychology
17
Published on 2012
Findings
Three-on-three basketball is a variation of the standard style of basketball.

It features three players going up against an opposing three players. The rules are
almost the same as five-on-five but with some modifications. The game is played
in a half-court setting. According to FIBA (2015), the game ball is size six compared
to the usual size seven used in five-on-five.
On the contrary, five-on-five is the typical style of basketball known to many.
The rules are made specific to the playing requirements of the sport. As we all
know, the game is played with ten players where five players are assigned to either
team. The main objective is to score more points than the opposing team.
Learning both styles is almost the same, but focusing on where one is
comfortable is beneficial for achieving mastery of the skills needed to be
successful. Different learning pedagogies are essential for a player to acquire the
fundamental abilities to perform well. Some athletes may prefer different training
methods than others to determine which approach will help them better.
The purpose of this study is to evaluate the differences in learning
opportunities between five-on-five and three-on-three basketball-playing
experiences (Tallir, Philippaerts, Valcke, Musch, & Lenoir, 2012).
The constraints-driven dynamical system approach is a paradigm for
conceptualizing the nature of motor skills development in sport and exercise,
relying on the information-movement coupling principle (Davids et al., 2008; Araújo
et al., 2004). This constraints-based perspective regards the learning
environment's significant aspects as limitations that influence movement
coordination and control (Newell, 1986, 1996).
Chow et al. (2006) presented nonlinear pedagogy as a methodology for
games teaching centered on the factors of motor learning frameworks on motor
skills development and decision-making. In addition, it attempts to capture how
phenomena such as movement variability, self-organization, emergent decision
making, and symmetry-breaking happen as a result of relationships between
agent-agent and agent-environment inhibition.
According to Tallir et al. (2012), through video examination of the game
performance of thirty players (10-11 years), GPCs (cognitive decision-making
component (DM), motor skill execution efficiency (MSEefficiency), and motor skill
execution efficacy (MSEefficacy component) were all shown to increase
considerably during three-on-three gameplay.
In the five-on-five condition, the actual game performance level only
revealed considerably higher results for the percentage of favorable decisions for
cutting actions (Tallir et al., 2012).
18
The results revealed that the methodology used is more effective in three-
on-three than five-on-five gameplay. Making decisions is easier in the three-on-
three setup since the court's layout is smaller and the players present are lesser.
Motor skill execution is more efficient in the three-on-three game due to the size of
the court, which leads to less fatigue and tiredness.
Conclusion and Recommendations
The three-on-three and five-on-five styles of basketball came from the exact
origin but different in nature. Many people might say that three-on-three basketball
is more effortless than its counterpart because it is a toned-down version of the
standard one. The three-on-three style is more commonly seen on streets and
parks, while five-on-five is mostly played inside an indoor or outdoor arena.
The application of nonlinear pedagogy in basketball paved the way for
proper experimentation on how specific factors can influence an athlete's motor
abilities and overall performance.
Environmental features such as defenders, the coach’s voice, the cheer of
teammates, the whistle of the referee, yelling of the fans, etc., can affect the focus
and performance of a basketball player. It is up to an athlete to absorb and react
in a certain way to address the situation.
It is required to evaluate the influence of changing a task restriction, such
as the game rules, the equipment used, the size of the playing space, and the
number of players involved, in-game instruction during a learning experiment (Tallir
et al., 2012).
According to Tallir et al. (2012), subsequent research is needed to explore
whether or not learning outcomes are enhanced or accelerated when small-sided
games are used in conjunction with a nonlinear teaching methods framework.
Additionally, to select the proper gameplay situation for assessing game
performance, both for players with varying skills and players at various stages.
RRL 10
Title
Effects of stretching and strength exercises on speed and power abilities in male
basketball players
Authors
Kazimierz Mikolajec, Zbigniew Waskiewicz, Adam Maszczyk, Bogdan Bacik, Piotr

Kurek, Adam Zaj�c
19
Journal
Isokinetics and Exercise Science

Published on February 13, 2012
IOS Press
Findings
Stretching and strength exercises are essential in any sport. It is a way of

warming up and getting the body ready for intense competition. It can enhance the
flexibility, strength, and stability of the muscles and bones of our body. It is critical
in contact and competitive sports such as basketball, volleyball, soccer, wrestling,
mixed martial arts, etc., to prepare and prevent injuries, even though injuries can
happen anytime, with or without warm-up.
In basketball, especially in team competitions, both teams are given enough
time beforehand to get loose and conduct their warm-ups, stretching, and
shootarounds. Basketball players follow their unique routines before a game to
prepare themselves both mentally and physically. Drill exercises such as
stretching and strength exercises will both reflect on an athlete's performance
based on his speed, power, and mobility throughout the court.
According to recent studies, particularly on the molecular composition of
muscle tissue and the neurophysiological processes that regulate muscular speed
and force, has raised doubts on the efficacy of stretching exercises leading up to
active physical activities such as sprinting or jumping (Mikolajec, Waskiewicz,
Maszczyk, Bacik, Kurek, & Zaj�c, 2012).
On the contrary, strength exercises involving various muscular
activities and training intensities are beneficial for improving running speed and
leaping capability (Mikolajec et al., 2012).
Basketball is a sport where strength and power are among two many things
that an athlete must possess. Physicality is always present, which calls for the use
of force and speed to cope up. Without body stability, a player will not fight for
possessions, provide a screen for a teammate, and defend efficiently.
The current study intends to validate the idea that stretching harms running
speed and anaerobic power in the lower limbs while also verifying the advantages
of strength training on these motor abilities. The study's primary goal was to assess
the short-term influence of stretching and strength training on running speed and
jumping performance among competitive basketball players (Mikolajec et al.,
2012).
In motor learning and motor control concepts, stretching and strength
exercises play a critical role in the execution and practice of motor skills. Speed
and power are both attained through proper discipline and with the use of training
pedagogies.
20
The results noted changes in all six measures used to quantify lower-limb
power and running speed. Vertical jump findings indicate an increased emphasis
on lower body muscle flexors and extensors. However, the jumps are done
without stretching. Maximal jump height, take-off speed, power output, and work
output were significantly higher throughout a weekly cycle, including warm-up and
stretching. Strength training compared to stretching provided more significant
results for the 5 and 20 m sprints in running speed (Mikolajec et al., 2012).
The majority of basketball skills require power and speed to be executed

properly. Stretching is done to warm up the body for competitive play. Strength
exercises are done to evaluate whether significant changes in power and force
happened or still in the same state.
Speed is a skill that most basketball guards possess, and with the
modernization of basketball, most big men are also able to show their guard-like
competencies. Power is mainly a trait for forwards and centers since they are
bigger, meaning they are more potent than the guards. If an athlete possesses
both speed and power, just like in American football or rugby, the sky is the only
limit.
Stretching and strength exercises proved to be influential on the speed and
power abilities of basketball players. In conclusion, basketball players must
continue doing their warm-ups, including stretching and strength exercises, for
better and optimal performance. Basketball is a competitive game that requires
players to go beyond their limit to win and succeed.
RRL 11
Title
Inter-Limb Coordination, Strength, Jump, and Sprint Performances Following a

Youth Men’s Basketball Game
Authors
Cristina Cortis, Antonio Tessitore, Corrado Lupo, Caterina Pesce, Eugenio

Fossile, Francesco Figura, Laura Capranica
Journal
Journal of Strength and Conditioning Research

Published on January 2011
21
National Strength and Conditioning Association
Findings
The game of basketball is highly competitive, even at the junior level.

Players tend to give their all to contribute to their team and win games. After a ball
game, players will shake hands or talk with the opposing team to show respect
and appreciation. For younger players, their in-court gestures and movements are
still raw since they are still under active development and constantly improving
game after game.
The skills required in shooting, passing, and dribbling include inter-limb
coordination. Inter-limb coordination is the ability of both upper and lower limbs to
improve performance on the court efficiently. An athlete’s arms and legs are the
main parts of the body necessary to execute fundamental skills explicitly pertaining
to basketball.
The purpose of this study was to determine whether basketball players can
retain their strength (handgrip), jump (countermovement jump [CMJ]), sprint (10 m
and 10 m bouncing the ball [10mBB]), and interlimb coordination (i.e.,
synchronized hand and foot flexions and extensions at 80, 120, and 180 bpm)
performance levels after their game (Cortis, Tessitore, Lupo, Pesce, Fossile,
Figura, & Capranica, 2011).
Ten young male basketball players (aged 15.7 0.2 years) participated in
the experiment. Heart rate (HR), rate of perceived exertion (RPE), and rate of
muscle pain (RMP) were measured during the friendly game to evaluate the
intensity. Overall, players spent 80% of their time playing at levels greater than
85% of their maximal heart rate. Heart rate HR) and the number of players involved
in a particular activity had significant influences (p < 0.05) for game periods, with
reduced occurrences of maximum efforts and more cooperation of teammates
after the first two periods (Cortis et al., 2011).
According to Capranica et al. (2004, 2005) and Cortis (n.d.), the current
findings revealed that the movement complexity of interlimb coordination
performances varies with execution frequency, coordination style, and training.
Young basketball players, in particular, demonstrated greater interlimb
coordination levels than inactive adults and noticeable declines only at 180 bpm
when the higher time limitations test the individual's timing capacities.
Following the basketball game, there was no difference in performance for
the slowest execution frequencies, although performances above 180 bpm
improved significantly. The pre-game values of 80 and 120 bpm are likely to have
a ceiling impact with correct executions near the complete duration of the test (i.e.,
60 seconds), limiting the room for improvement (Cortis et al., 2011).
22
The inter-limb coordination, strength, jump, and sprint performances of a

basketball player after a game are likely to show little to no results. The conclusion
depends on the motor capabilities of an athlete. Most athletes, even kids or adults,
with proper training, can still perform and show promising results in tests such as
the methods used in the research, even with fatigue and tiredness.
The findings suggest that the game's high load positively influences the
efficiency of execution and careful control processes associated with complicated
motor activities. Coaches should design training sessions that combine rigorous
physical activities with complex coordination tasks while helping players enhance
their brain capacity (Cortis et al., 2011).
An athlete’s before and after game morale may differ depending on how he
handles and pace himself throughout the game. According to the study, the
subjects showed improvement in their ability to perform in the tests after the game.
The friendly match probably made them going, and the momentum carried on until
the evaluation began.
The study results indicate that coaches, especially the ones coaching young
basketball players, employ different sets of methods and techniques that involve
complicated drills paired with increasing intensities to make way for constant
development.
RRL 12
Title
Balance and postural control in basketball players

Authors
Murilo Curtolo, Helga Tatiana Tucci, Tayla P. Souza, Geiseane A. Gonçalves, Ana
C. Lucato, Liu C. Yi
Journal
Fisioterapia em Movimento (Physiotheraphy in Motion)

Published on April/June 2017
Creative Commons
Findings
In basketball, the balance and posture of basketball players aid in properly

executing specific skills such as moving with or without the ball, shooting,
23
rebounding, and special skills such as layups and dunks. The principles of balance
and posture control are also beneficial in other sports and our everyday actions.
Balance is connected with the body stability of an athlete. If an athlete has
good balance, it will be easy for him to finish in contact, box out, provide a screen,
bump bodies with a defender, and protect the ball mid-air. Balance is everything
when it comes to stability and keeping a well-established center of gravity.
On the other hand, postural control refers to the ability of a player or an
average person to remain in a good, upright position at all times. This ability
requires practice and discipline. Posture is also crucial in executing basketball
skills. A player with good posture can see the court and read the defense very well.
In specific skills such as shooting, a player with reasonable posture control will
maintain balance, which is critical in shooting the ball properly.
According to Hoang & Mortazavi (2012), the impact of balance and
neuromuscular control with overload appears to be similar to injuries in the
structures involved, such as ligaments and the articular capsule, which might also
conclude an athlete's career prematurely.
Only one study to date, Hoch et al. (2011), correlated measures of balance
and ankle dorsiflexion range of motion (DROM) in healthy non-athletes, indicating
a need to validate whether experts would also find such comparisons in basketball
players, who frequently experience injuries such as ankle sprains, sacrificing
postural balance.
One hundred twenty-two participants were assigned into one control group
(CG = 61) and one basketball group (BG = 61). The researchers then separated
these groups into two age groups: 12-14 and 15-18. The individuals were all
evaluated for postural balance using the Star Excursion Balance Test (SEBT),
postural control using the Step-down test, and DROM using the Weight-bearing
lunge test (WBLT). The repetitive multivariable analysis of variance was used to
compare between-group differences. The WBLT and Step-down test was also
used to examine and compare normalized reaching lengths (Curtolo, Tucci, Souza,
Gonçalves, Lucato, & Yi, 2017).
For both the WBLT and the Step-down test, the scores of the groups were
the same. An overall SEBT score and an anterior reach score both improved in
BG. The posterolateral (P =.001) and posteromedial (P =.001) SEBT values were
greater in BG between 15 and 18 years. The anterior reach of the SEBT and WBLT
correlated in both BG between 12-14 years (r = 0.578, P = .008), and in the CG
between 15-18 years (r = 0.608, P=.001) (Curtolo et al., 2017).
Basketball players have better balance and postural control compared to

non-athletes. The factor in consideration in this matter is the difference in motor
skills between the two. Athletes are more exposed to situations requiring constant
24
mobility, enabling them to adapt quickly to the experiments in the study. Non-
athletes do not get the same activity as athletes get, which makes their results
remarkably less.
According to Curtolo et al. (2017), although adolescents between 15 and 18
years of age have more substantial balance control for the posteromedial and
posterolateral ranges of the Star Excursion Balance Test (SEBT), the balance was
still superior in the basketball group or BG.
The study suggested that persons who play basketball have more
outstanding balance than those who do not participate in sports. Moreover, the
balancing control of the SEBT posteromedial and posterolateral reach is greater in
older teenagers (Curtolo et al., 2017).
RRL 13
Title
Task Complexity and Jump Landings in Injury Prevention for Basketball Players
Author
Brian T. McCormick, MS
Journal
Strength and Conditioning Journal

Published on April 2012
Findings
Basketball players all have a role to play in a team. A player can be the star
player where he is the focal point of the offense. A player can also be a role player
where he provides only for his team's needs or based on the given role by the
coaching staff. Whatever role a player needs to fulfill, the binding principle is
always the will to win games. Players sometimes make sacrifices to pave the way
for success.
Task complexities in basketball are correlated within the team’s system. The
coaching staff might expect more highly skilled and known players since they know
these athletes can offer more to the table. An example of this is the imports; a team
employs a reinforcement to make the team more competitive. The imports are
players carrying a lot since the coaches, the players, and the fans have set high
standards that pressure them to perform well with little to no room for errors.
25
While most injury prevention strategies concentrate on jump landings
(Hewett et al., 1996; Hewett et al., 1999), they overlook the extra task complexity
caused by other players' presence, reaction to the ball, visual tracking of the ball,
pre-jump movement, and other elements involved with collecting a rebound
(McCormick, 2012).
Jump landings in basketball refer to the follow-through after a shot, a layup,
a dunk, a block, or a rebound attempt. It only applies to basketball movements
where jumping is present. A safe jump landing is where a player lands with both
feet and knees bent, while a dangerous landing is where a player always lands in
one foot after jumping high up in the air, especially when executing dunks. Jump
landings can cause light to severe injuries to the lower extremities of basketball
players if not done safely.
Non-contact ACL injuries occur more commonly during games than during
practices (Hootman et al., 2007), possibly due to the heightened pace of the game.
A substantial amount of injuries includes a jump landing (Gray et al., 1985;
Krosshaug et al., 2006). One study revealed that 22 of 28 non-contact injuries
happened within 1 meter from another player (Krosshaug et al., 2006).
According to McCormick (2012), most sports trainers, strength coaches,
and injury prevention strategies concentrate on teaching a proper landing.
Additionally, New York Times believed that the suitable landing placement is for
players to ‘‘bend at the hips and knees to softly absorb the load, keeping their
knees behind the toes, striking the ground toe to heel, with the knee in a neutral
position; the player should line up the center of the kneecap with the second toe."
Overall, injury rates have remained stable. These programs follow a block
practice regimen, but games involve open skills. Similarly, it is crucial to include
motor learning theory in neuromuscular training regimens to reduce the incidence
of injuries. Practicing with random variables, adding complexity to workouts, and
reducing the need for feed-forward motor control will enable athletes to deal better
during game activities (McCormick, 2012).
Injuries are a natural part of basketball. Proper training, workouts, strength
and conditioning, and warm-up exercises will not guarantee that a player will not
sustain injuries before, during, and after a game. Injuries can come at an
unexpected and disappointing point in time. It is one of the inevitable nuances of
playing sports, and the athletes understand the risks, which is why preparation,
discipline, caution is critical in every game.
According to McCormick (2012), basketball coaches are not locomotion
geniuses; they are uninterested in the kinematics of a jump landing unless it results
in a traveling violation or a missed shot. As a response, the strength and
conditioning coach must narrow the gap between traditional closed-skill training
and the open-skill settings of basketball games and practices.
26
RRL 14
Title
Descriptive shot analysis in basketball
Authors
Gaetano Raiola, Tiziana D’Isanto
Journal
Journal of Human Sport and Exercise

Volume 11, Issue no. 1, pp. S259-S266
Published on 2016
Universidad de Alicante, España
Findings
Basketball is a team sport whose primary objective is to put the ball inside
the basket or make a “shot.” Shooting is a fundamental basketball skill correlated
to scoring points. A shot attempt can vary based on what a player wants or what
the defense can allow. A jump shot, a 3-point, a layup, or a dunk attempt are
regarded as a “shot attempt.”
Experts can analyze a shot attempt in basketball in many different ways due
to its many styles and variations. Exploring and examining shots can provide
pertinent data that can explain the factors contributing to a well-executed shot and
the things that can limit a specific player from scoring.
This study aims to uncover the key features of the shot to the basket from
specific descriptive points of view, including physical, technical, tactical, and
learning models, to improve the setup and specialized preparation. (Raiola &
D’Isanto, 2016). As mentioned earlier, many angles can provide a descriptive
analysis based on their standards to create a new outlook about a shot attempt in
basketball.
The researchers will have to expect that each subject will have a different
execution and motor mobility style. When we watch basketball games such as the
PBA, NBA, and FIBA games, every player has their routines to follow and employs
unique techniques and motivation that they incorporate into their game.
According to Izzo et al. (2015), a competent shooter must have the following
qualities: body stability in fixed and in-motion conditions, focus and thoroughness,
coordination, awareness, and the accurate delivery of a parabola. The knowledge,
occasionally minimal, of physical systems, musculature, and related attributes
surely helps to validate the involvement of the fieldwork concept in a more precise
and systematic fashion.
27
The arm and hand enable the shooting motion, prone to make errors, and
are crucial to the overall quality and of the shot. The upper limb begins in the
abduction and external rotation and ends in extension and anterior-posterior
position in the final phase of the shot attempt (Raiola & D’Isanto, 2016). The bones
and muscles of a basketball player’s arm and hand have to work as pairs because
both play a critical role in shot mechanics.
Nothing is perfect when it comes to shooting, and nobody can shoot
consistently without any misses. Even the best shooters cool down sometimes, yet
the confidence and muscle memory are always present and considered a threat in
every possession.
An entering angle of 90° at a distance of around 5 meters is challenging to
achieve since it would necessitate a significant output speed that is far beyond the
capacity of any athlete who utilizes any conventional shot. Also, the influence of
slight exit angle inconsistencies on the distance of a shot is roughly equal, and
these deviate the ball farther away from the center of the basket; thus, while a large
angle shot is advantageous since it results in a higher entrance angle, smaller
angles are less preferable in terms of accuracy (Raiola & D’Isanto, 2016).
According to Raiola & D’Isanto (2016), until the player bends his legs, the
muscles operate isometrically, and the power is low. Bending during training is
concentric, and the effort required is increased. After the lower limbs are stretched
out, the muscles relax, and the force will lessen. The muscles conduct eccentric
work, which causes the ground force to rise. The lower leg muscles are
concentrically contracted during ball release, which increases the pressure being
applied on the ground.
The bending of both knees during a shooting motion will reflect on the
overall quality of the shot. The force applied will be higher and with a stable center
of gravity for proper balance and control when taking a shot. Shooters are the
players who always practice precision of shot mechanics to keep their shooting
touch lethal and a constant threat to their opponents.
According to Raiola & D’Isanto (2016), coaches must equip the players with
a target location, one that has a fair distance away from the shooter because if the
ball touches the rim of the hoop, a ball spin in a counterclockwise direction will help
to place the ball into the basket.
Practicing with some obstruction will be a big help during training. It can be
a stable post or a natural defender. Mastering shot mechanics such as the
parabola and trajectory of a shot will aid in making baskets with ease and
consistency.
In conclusion, the study provided some technical-scientific elements which
can aid sports practice, not only in terms of the scientific and theoretical treatment
28
of the problem but also as a method for verifying work programs that are always
made official to the competency and selectivity of the training plan, integrating their
actual work process with aspects specific and directly associated to the
fundamentals of a shot, while discarding a generic training approach which is no
longer viable in the competitive world of sports and related activities (Raiola &
D’Isanto, 2016).
RRL 15
Title
The relationship between basketball shooting kinematics, distance, and playing

position
Authors
Stuart Miller, Roger Bartlett
Journal
Journal of Sports Sciences

Volume 14, Issue no. 3
Published on 1996
Posted Online on May 15, 2007
Taylor & Francis Online
Findings
According to Lumen Learning (n.d.), kinematics is the branch of classical

mechanics that deals with points, objects, and systems of factors without
considering the causes of motion. The concept of kinematics in basketball analysis
will consider a different style of shot attempt and underlying factors in the process
of the shot coming from the take-off to the ball release.
In basketball, a player covers distance by running around without a ball or
through dribbling. The characteristics of the environmental context, such as the
lines and offensive and defensive sets, contribute to the shooting kinematics. The
distance of shot attempts in the sport varies from a full-court shot to a three-point,
to a pinpoint shot, or beneath the basket.
Playing positions in basketball is utilized by influencing certain factors such
as height, weight, skill level, and playing efficiency of a player. The standard
positions in basketball are the following: point guard, shooting guard, small
forward, power forward, and center. Each position requires a specific role that will
contribute and affect the overall performance of the team.
29
The researchers used three-dimensional cinematography (100 Hz) to
determine the link between distance and the kinematics of shooting concerning
playing position in basketball (Miller & Bartlett, 1996).
Fifteen individuals, separated into guards, forwards, and centers (all n = 5),
attempted jump shots at three varying distances: 2.74, 4.57, and 6.40 meters from
the hoop. All groups experienced increases in mean release speed as shooting
distance rose. The increases were attributed to greater angular velocities of both
shoulder flexion and elbow extension and a higher center of mass in the basket
direction. The release angles for the two lesser distances (52–55°) appeared to
provide the benefit of a steep curve of entry into the basket, but the release angles
for the longest distance (48–50°) were closest to those demanding the slowest
attainable release speed (Miller & Bartlett, 1996).
The factor of varying distance and playing position has a significant effect
on the shooting kinematics of the test subjects. As the distance increase, the force
that a shot demands also increase.
According to Miller & Bartlett (1996), as shooting distance rose, all groups
showed an earlier release time, which resulted in an earlier rotation of the shoulder
axis. Guards demonstrate more consistent changes in kinematic patterns with
variations in shooting distance than centers, implying that such alterations are
easier to implement for players who often shoot long distances.
The changes can influence the shooting kinematics of a particular player in

the playing environment, such as the factor of distance and playing position as
addressed in the study.
The guards showed significant changes in shooting mechanics than
forwards and centers. This result, in particular, will conclude that guards are more
flexible and adaptive to specific situations involving distance since they are used
to playing outside. While on the contrary, participants who play the forward and
center positions exhibited less viable results in shooting exercises since they are
used to playing inside and around the paint.
Distance and playing positions are two of the many factors that athletes and
coaches must focus on, especially in forward and center positions. The study
results can be a basis for designing or modifying training pedagogies to keep up
with the changing styles and pace of the basketball game.
30
RRL 16
Title
Study of the efficiency of starting to dribble in basketball and its technical/tactical

implications
Authors
Fernando Del Villar, Damian Iglesias, Francisco J. Moreno, Eduardo Cervelló, Luis
A. Ramos
Journal
Journal of Human Movement Studies

Volume 44, pp. 273-284
Published on 2003
Research Gate
Findings
Dribbling is a fundamental basketball skill necessary for moving and

transporting the ball from one area to another along with passing. Many players
utilize dribbling to elude and get away from their defenders, especially in one-on-
one situations. Isolation is also a play in basketball where dribbling is the focal
point of attention.
Inbounding is a discipline in basketball where a player will have to deliver
the ball inside the playing area facilitated by officials after a made basket or a non-
shooting foul call. After a player passes the ball to his other teammate, the team's
point guard, the ball handler will then begin to dribble because if he doesn’t and
gets caught, the referee will issue a traveling violation. Traveling calls are only
applicable when a player did at least three steps without dribbling the ball.
Basketball players' motor competency is heavily influenced by their ability
to act effectively before the defensive performance commences. As a result, the
motor skills used by athletes must adjust to new environmental factors in which
they play (Del Villar, Iglesias, Moreno, Cervelló, & Ramos, 2003). The effects of
the environment on an athlete depend on his ability to contain his emotions and
focus on what is at stake. Maturity is a critical facet that every player must learn
and adapt to their development.
The process of starting to dribble, which enables the player with the ball to
transition from a stationary to a dynamic position, is one of the basketball-specific
talents (Jordane & Martin, 1999). The player uses this motor movement to begin
the dribbling move and, in the scenario of a one-on-one encounter, with the tactical
goal of surpassing the defender as fast and decisively as possible. As a result of
31
gaining an edge over the opponent, the chances of winning in the attempt are
improved (Del Villar et al., 2003).
The participants in the study were both male and female basketball players
from the lowest divisions of a Spanish professional league club (A.C.B.). Sixteen
experimental individuals were separated into four groups, with each group
balancing each unique position and gender. All the players were dominant on the
right-wing (Del Villar et al., 2003).
The comparison analysis performed on the study's main variable (the types
of starts to dribbling) reveals almost no variations between the direct and crossed
start statistics on the left-wing. A similar scenario was seen in terms of dribbling
variations on the right-wing. However, there is a significant relationship between
the various types of dribbling (Del Villar et al., 2003).
The concept of different types of starts to dribbling will enable the
researchers to investigate and test the tendencies of every player. A player can
utilize a direct dribble to go straight to the rim only if the lane is wide open. On the
other hand, an athlete can use the variation of crossovers applicable to traffic or
dodge an array of defenders.
In basketball, certain situations require accurate solutions. Dribbling is a

tactical skill that can help a player get to the basket quickly. It is not simple, though,
as obstacles such as the defenders and the spacing can affect the team’s overall
offensive attack.
Training the dribbling skills in a closed, controlled environment will be
beneficial to the consistent development of a player. Different dribbling techniques
such as the methods used in the research must be developed constantly due to
the improving quality and competitiveness of the sport. Tactical skills are critical,
especially for a basketball player to score, make the necessary plays, and attack
different defensive formations to improve and eventually win consistently.
According to the findings, no distinct changes in the reaction response
between the direct and crossed start to dribbling. As a result, it is impossible to
determine which form of dribbling is faster, allowing for greater success in beating
the adversary in a one-on-one encounter. Furthermore, there is a strong
association between the estimated duration required to execute both types of
starts (Del Villar et al., 2003).
32
RRL 17
Title
A New Learning Control System for Basketball Free Throws Based on Real-Time
Video Image Processing and Biofeedback
Authors
Reza Sarang, M. Reza Jahed Motlagh, Ali Abbaspour Tehrani, Majid Pouladian
Journal
Engineering, Technology & Applied Science Research

Published on February 2018
Research Gate
Findings
A basketball free throw is considered as a closed motor skill where a player

has his own pace to follow. It is an open opportunity for players to shoot without
worrying about the presence of defenders. After a shooting, technical, or flagrant
foul is called, a player is awarded either 1, 2, or 3 attempts depending on the
specific type of foul called by a referee. Players in the practice of the sport train
their free throw shooting skills in a closed environment to focus and use motor
imagery and visualization.
Real-time video and image processing will provide detailed and thorough
documentation of the particular factors that affect an athlete's free throw shooting
performance. The gathered data will then become a basis for creating a new
formula for the efficient shooting of free throws in a systematized manner.
According to Mayo Clinic (2021), biofeedback is a technique that teaches
individuals how to regulate specific bodily functions, such as heart rate. Patients
are attached to electronic sensors during biofeedback, allowing users to
receive input concerning the body. These comments assist patients in adjusting
minor aspects of their body to achieve better results, such as lowering pain.
Additionally, biofeedback offers the chance to learn new control techniques to
improve a medical condition or athletic performance.
Computational approaches that incorporate biofeedback can enhance free-
throw kinematics. Prior studies on free throws used 2D analytic methods. The
investigation of throwing strategies from three varying distances highlighted that
they all require the synchronization of the pushing technique (Yates & Holt, 1983).
33
According to Sarang, Motlagh, Tehrani, & Pouladian (2018), the purpose of
this study is to use biofeedback to adjust and manipulate the free-throw
deliberately. An image processing technique using video image processing
equipment is used to assess elbow and shoulder dynamics. The learning control
system established in this paper can quantify and provide feedback on the said
properties in real-time as audio signals. As a consequence, it resulted in optimal
learning and conscious control of shooting.
Participants featured professional and amateur basketball players from a
collegiate team. All players were at least 19 years old and have varying levels of
basketball ability. The researchers carried a series of tests on many well-known
and national athletes to collect their movement patterns and relate them to the
required reference pattern (Sarang et al., 2018).
The factors of age and experience will significantly affect the motor ability
of a player to perform based on the requirement of each test. The older the player,
the higher the skill competency and level of maturity. Professional athletes are the
demographic that has the highest mastery level among all players who participated
in the experiment.
The study found a strategy to improve free-throw shooting using numerical
techniques and a modern shooting control system. Prior to learning control, the
subjects’ elbow and shoulder angles were evaluated. The standard deviation of
the angles increased as well. Using the learning control system, the elbow and
shoulder angles were 89.32 ± 3.26 degrees and 26.12 ± 2.43 degrees for shooting
position or SP and 180 ± 0 and 46.72 ± 2.65 respectively for the locked position or
LP exhibiting the system's accuracy. There is also a decrease in the standard
deviation from 11.32 and 8.65 to 3.26 and 2.43 for SP and from 7.54 and 11.36 to
±0 and 2.65 for LP. To reiterate, when shooting a free throw, the crucial factors are
angular acceleration and might be manipulated with accelerated feedbacks
(Sarang et al., 2018).
According to Sarang et al. (2018), to consciously change the free throw

technique, the study provided a simple setup of combining dynamic measurements
of basketball shots with an innovative shooting control system based on new
quantified feedback mechanisms. While shooting technique variances are
reduced, the methodology corrects and adjusts free-throw SP and LP toward the
targeted parameters.
The benefit of using a simple setup consisting of active markings, ordinary
camcorders, and a laptop to process the application of simple video image
processing algorithms resulted in applying an online closed-loop learning control
system (Sarang et al., 2018). Using a less complicated way of experimentation will
yield positive results. If a player is exposed to a stress-free environment, it will
affect his morale and enhance his performance.
34
The basis of video image procession is essential to the proper utilization of
biofeedback to improve athletic ability among basketball players. Applying specific
skills, including the free throw, to the actual game will gradually improve over time.
If the hand moves in the shooting plane, 2D photographs were employed
instead of another action that is not entirely 2D. For processing 3D images via at
least two cameras, key attributes (not accurate angle) were identified, calculated,
and applied for all athletes. Using the results to other shooting scenarios, such as
jump shots and layups, is practical, considering their dynamic is nearly identical to
the free throw. Furthermore, using extra movement elements can regulate and
master shooting techniques more effectively (Sarang et al., 2018).
RRL 18
Title
Examining Movement Variability in the Basketball Free-Throw Action at Different

Skill Levels
Authors
Chris Button, Morven Macleod, Ross Sanders, Simon Coleman

Journal
Research Quarterly for Exercise and Sport

Published on 2003
Posted Online on February 26, 2013
Taylor & Francis Online
Findings
The typical changes in motor performance that arise throughout

consecutive iterations of a task refers to the movement variability (Stergiou &
Decker, 2011). In basketball free-throw concept, it is the distinct set of routines that
each player applies during free-throw shooting situations. It also includes the
process undermining the execution of the shot from gathering to release, which
highlights the changes of the motion involved.
Different positions and roles of basketball players will be the factors that can
influence motor variability in shooting a free throw. Players who are more adept in
playing outside or more comfortable in scoring from or coming from outside will
exhibit more ability when it comes to free-throw shooting. The set of movements
that players dominate the paint utilize are much limited when it comes to shooting
free throws unless a particular player can play inside or outside.
35
Generally, movement variability has been associated with noise and error
and has been thought to be unpredictable and autonomous. The theoretical
approach supplements standard statistics and evaluation techniques of movement
variability, implying randomization and uniformity of observations (Lockhart &
Stergiou, 2013).
Variability analysis, particularly within and between individuals, can offer
valuable information about how athletes comply with structural factors. The
researchers also studied the effects of temporary variations in the free-throw shot
at various levels of skill development (Button, Macleod, Sanders, & Coleman,
2003).
The researchers chose six female basketball players to represent a
spectrum of skill levels (pretest: 0–90% baskets scored). Each participant was
videotaped, delivering 30 shots (Button et al., 2003).
Compared to projections, there was no apparent evidence of decreasing
trajectory variability as skill level increased. On the other hand, enhancement in
skill level was coupled with increased intertrial motion regularity from the elbow
and wrist joints. It is hypothesized that the angular motions of the elbow and wrist
joints balanced for one another during the completion of each throw to respond to
slight changes in the ball's release conditions. (Button et al., 2003).
As the skill level increase on different trials and variations of the experiment,
it is evident that the activity on elbow and wrist joints also increases. The factor of
varying skill levels and experience between athletes directly influences movement
variability in free-throw shooting.
The movement variability in free throw shooting action is greatly affected by

the skill competencies of every player. A professional athlete is more adept at
performing efficiently with distinct and properly composed sets of movements in
every facet of the game. Amateur basketball players tend to be less organized
when it comes to their array of skills since their development is still ongoing but
can change over time as they achieve professional status.
The different skill levels of players are emphasized in the study. The journey
of basketball players begins with motor learning. As they absorb the fundamental
concepts of motor learning, their ability to adapt to certain situations will improve,
and athletes will utilize motor control.
The ability of the study’s subjects to make use of their elbow and wrist joints
to manufacture shots is a significant factor as it relates to their movement
variability. The six women basketball players have varying competency levels,
which led to being non-factor in the trajectory variability of every free throw attempt.
The only notable result supports the idea that as skill levels increase among
different players, the intertrial movement consistency will also improve. The
36
experience paired with existing skills is a massive contributor to the movement
variability of players in free throw shooting and other fundamental skills.
RRL 19
Title
The Impact of Moderate and High-Intensity Total Body Fatigue on Passing

Accuracy in Expert and Novice Basketball Players
Authors
Mark Lyons, Yahya Al-Nakeeb, Alan Nevill
Journal
Journal of Sports Science and Medicine

Volume 5, pp. 215-227
Published Online on June 01, 2006
Findings
In the basketball context, passing is one of the fundamental skills that

players develop even at an early age. It is also one of the most effortless skill to
learn and master. Passing is related to teamwork because if players in a team are
moving the ball well, scoring will be much easier, and anyone can gain confidence
by simply touching the ball in every particular play.
Basketball is a fast-paced game that requires speed, acceleration, and
explosive actions like rebounding, driving lay-ups, jump shooting, shot-blocking,
fast breaks, and high-speed competition. The game also necessitates the use of
skills that must be used dynamically, explosively, and consistently (Gore, 2000).
According to O’Connell & Luo (2020), fatigue is a term used to describe an
overall feeling of tiredness or lack of energy. Basketball players experience fatigue
in-game or mostly after the game due to the minutes played and the complexity of
their team responsibility. Fatigue can significantly affect an athlete’s ability to do
specific tasks, so a coach has the responsibility to manage his players’ playing
time.
Fatigue is prevalent in sports, and in a team sport like basketball, fatigue
can be the difference maker between winning and losing. The analysis of fatigue
concerning skill performance has consistently been practically and scientifically
relevant to strength and conditioning specialists, trainers, coaches, and sports
scientists (Lyons, Al-Nakeeb, & Nevill, 2006).
37
Everyone can sustain fatigue. It does not matter if you are a professional or
novice; it is part of the human condition. The lack of energy after a well-fought
physical game is considered fatigue and can affect an athlete's performance, such
as passing, shooting, and many other basketball skills.
No study has currently investigated the impact of fatigue on basketball
passing comparing experienced and new players; thus, this research will strive to
complement the insufficiency of scientific knowledge on the subject. As a result,
the two primary objectives of this research are to examine the effect of moderate
and high-intensity total body fatigue on the results of the AAHPERD (1984)
Basketball Passing Test in expert and novice players and to determine if the
implications of fatigue on performance are consistent regardless of skill level
(Lyons et al., 2006).
Ten P.E. students volunteered to serve as novice basketball players. All
participants practiced Collegiate-level team sports. On average, they were 23.3
years old, 1.76 meters tall, and 80.5 kilograms. A mixture of 10 experienced
basketball players consists of national division one and two players took part in the
study. They had a mean age, height, and weight of 22.5 years, 1.83 meters, and
87.8 kilograms (Lyons et al., 2006).
According to Lyons et al. (2006), it is apparent that performance decreases
in both categories as fatigue level rises. There are indications that the efficiency of
the participants differs based on whether they are professionals or beginners all
through the three fatigue levels. The negative influence of fatigue on passing
accuracy is not as significant in experienced players as beginner ones. Compared
to inexperienced players, the findings indicate that experienced or talented players
are better equipped to deal with moderate and high-intensity fatigue
circumstances, maintaining a superior level of performance.
Total body fatigue, whether low, moderate, or high, will have a detrimental
effect on the passing efficiency of a basketball player. An athlete can still execute
particular skills such as passing, dribbling, and shooting but with less effort and
power since it is affected by tiredness and lack of energy.
The first interesting data was that the average rest scores in novice
basketball players were marginally higher than in expert basketball players,
probably due to motivational reasons. Moreover, the inexperienced players were
physically fit and exerted a great amount of effort during the tests (Lyons et al.,
2006).
The significant changes in the test subjects, which include collegiate
basketball athletes and novice individuals, are evident and support the fact that
total body fatigue has a serious consequence on the motor skill ability of a person.
Experienced basketball players are more adept at performing under tiredness and
38
exhaustion than the other group, which decides who will perform better under
duress.
The results suggest that rest-to-maximal fatigue is highly differentiated
across inexperienced and experienced athletes. Specifically, professional
players require higher weariness levels to display a detrimental impact, whereas
beginners have consistent hindrances due to increasing fatigue levels.
In conclusion, basketball players and conditioning coaches alike should
incorporate moderate to high-intensity exercise in their drills. Maintaining a higher
level of performance while dealing with the game's challenges is a priority of this
specialized training (Lyons et al., 2006).
RRL 20
Title
Cognitive, Perceptual, and Motor Abilities in Skilled Basketball Performance
Authors
Efthimis Kioumourtzoglou, Vasiliki Derri, George Tzetzis, Yannis Theodorakis
Journal
Perceptual and Motor Skills

Published on June 1, 1998
Sage Journals
Findings
In basketball, proper execution of the fundamentals and teamwork and

collaboration will lead to wins and, eventually, success. A player has to develop
and experience the basics of motor learning before focusing on any complexities
to understand the nature of the ball game better. In other words, if there is no pain,
then there is no gain. Learning is a process that no one can rush. It takes time but
very beneficial in the long run.
The cognitive, perceptual, and motor competencies in basketball are skills
that every player acquires as they develop from a novice until they reach the level
of experience they need to perform efficiently and competitively.
The cognitive abilities in basketball involve decision-making, watching some
tapes to scout the opponent, and the ability of a player to react in certain situations,
being relaxed and composed throughout the game. Cognitive thinking is critical in
making reasonable decisions as it can affect the team's overall performance.
39
The perceptual abilities apply to particular situations in basketball. After
deciding on what to do using the cognitive ability, a player should be able to
process the idea, understand every nuance of it, and act accordingly using the
following command. A player with good perceptual skills will be able to process
information quickly, especially when dealing with an external stimulus such as the
pressure of defense, margin of scores, remaining time, and the overall physicality
of the game.
The last step in the execution of movements is the motor capability of an
athlete. After thinking of any decision and correctly processing it using the previous
abilities, a player must apply everything in the game using his motor skills. Every
athlete, especially in team sports such as basketball, must possess a mastery of
motor skill competencies to execute every possible play efficiently. Motor ability is
one of the foundations of every sport, such as in basketball.
A laboratory study was conducted with 13 men on the elite male national
basketball team, aged 22 to 23. A control group of 15 men of similar age (physical
education class) to determine differences in their scores on cognitive skills
(memory retention, memory grouping analytic ability), perceptual abilities (speed
of perception, prediction, selective attention, response selection), and motor
capabilities (dynamic balance, whole-body coordination, wrist-finger dexterity,
rhythmic ability) (Kioumourtzoglou, Derri, Tzetzis, & Theodorakis, 1998).
The purpose of this study was to determine if there were any distinctions
between top basketball players and beginners in their cognitive, perceptual, and
motor abilities. These qualities indicate skillful basketball play and enable a more
accurate prediction of basketball sports experience (Kioumourtzoglou et al., 1998).
Given the relatively small number, the researchers did a multivariable
analysis of variance between the elite basketball players and the comparison
group for all variables to determine the relevance of skill differences between the
groups. Since there were numerous measurements for each category, the
statistical analysis was done at the .01 level of significance (Kioumourtzoglou et
al., 1998).
According to their anthropometric measurements, elite male basketball
players performed better on hand coordination and lesser on dynamic balance.
Elite players outperformed the control group in memory retention, selective
attention, and prediction assessments. The abilities mentioned above are crucial
in basketball success (Kioumourtzoglou et al., 1998).
Basketball, a sport with growing standards on coordination, particularly with

the hands, and players' efforts to produce high-speed and accurate movements
with them, could clarify the outcomes. Elite basketball athletes may be superior
because they have had more opportunities to prepare in scenarios where
complicated abilities are essential. The control group topped the elite male
40
basketball players in dynamic balance. The most reasonable explanation is that
the two groups have different anthropometric traits, notable inequalities in height.
Elite athletes, who have a higher center of gravity, cannot balance, and the control
group, who had the advantage of being shorter (Kioumourtzoglou et al., 1998).
The cognitive, perceptual, and motor abilities need to work systematically
to attain performance efficiency. Team sports such as basketball require many
complex skills from athletes. Still, with the help of the given trio of abilities above,
it will be less problematic, and the development will continue without too many
intrications.
RRL 21
Title
Effects of Implicit, Explicit and Sequential Learning in the Acquisition of the

Basketball Shooting Skill in Novices
Authors
Mariana Calábria Lopes, Maicon Rodrigues Albuquerque, & Markus Raab
Journal
Journal of Physical Education

Published on 2018
Findings
Do you ever question why you can speak your native language without
making any grammatical errors, even when you don't know how many rules you're
following? Do you wonder how you can walk without understanding the principles
of mechanics your body must follow? These two examples highlight a key human
quality, the capacity to adjust to hindrances—for example, to learn—with
limited knowledge about how the adaptation is achieved. Implicit learning is loosely
described as learning without awareness and is typically present in every aspect
of life (Frensch & Rünger, 2003).
Explicit learning is frequently equated with the changes that occur during
mindful problem solving and involves conscious efforts to establish an
interpretation of the task, a guided search of memory for comparable or analogous
task-relevant details, and intentional attempts to infer and test theories about the
task's framework (Encyclopedia of Neuroscience, 2009).
41
According to Airth of Study.com (2017), when we are aware of how we gain
knowledge, this is referred to as explicit learning. It is distinguished from implicit
learning by the awareness component. The critical term to remember is intention;
explicit learning is intentional, whereas implicit learning is unintentional.
The acquisition of shooting skills for a beginner can be implicit, explicit, and
sequential. In implicit learning, an individual can attempt a shot without learning
the fundamentals because he already saw other people do it, whether in person,
on the TV, or online. In explicit learning, the practice is intentional, and there is a
coach involved to properly learn the basics first before applying in on the court. In
sequential learning, the process of acquiring knowledge is implicit and explicit. An
inexperienced player can shoot the ball based on what he saw with other people
(implicit), and he can enhance the skill with the guidance of a coach or an
experienced shooter. The learning process depends on the availability of
information, guidance, and resources.
According to Lopes, Albuquerque, & Raab (2018), a novice must improve
strategic and tactical abilities. Although this statement is commonly acknowledged,
and strategic and tactical training is typically combined, sports research
differentiates motor and cognitive learning to simplify the learning scenario.
This study has 80 individuals (25 girls and 55 boys; ages 9–12 years; Mage
= 10.61 years, SD = 0.85). They were assigned via convenience sampling to one
of three experimental groups (implicit group: n = 18, explicit group: n = 20;
sequential group: n = 19) or a control group (n = 23). Everyone in the group was
first-timers with no previous basketball experience outside of PE sessions at
school. They were recruited via notices posted at schools and sports groups in
Germany (Lopes et al., 2018).
The researchers investigated the influence of explicit and implicit learning
and sequential implementation of learning modalities to develop basketball
shooting skills. The current study built on prior research by incorporating training
in various technical and tactical skills during a learning phase in an ecological
context. Additionally, the researchers evaluated the transfer of impacts by testing
a specific sport skill in children rather than adults. Lastly, the learning phase lasted
25 hours, far longer than routine laboratory testing (Lopes et al., 2018).
The findings revealed that all intervention groups saw identical results as a
product of practice, and there were no noticeable differences in the shooting skill
under game situations. The sequential group underperformed presumably
obtained explicit information, very much like the explicit group in the transfer test.
Implicit and explicit motor learning has equal benefits when used in complicated
situations with children. (Lopes et al., 2018).
Implicit and explicit learning is beneficial to novice individuals. Every control

group in the study exhibited relevant data and information, especially in implicit
42
and explicit groups. Sequential learning is a complex method that is not yet entirely
applicable to children, as shown in the study. Beginners are only adept at
absorbing one information at a time and may struggle with the complexities of
tasks.
According to Lopes et al. (2018), there are certain drawbacks to this study.
The participants were not assigned randomly to an experimental group or the
control group accounting for time-related and organizational factors. It was also
impossible to accurately monitor each participant's shooting accuracy in the
basketball camps during the learning stage. However, other subjects might
successfully utilize implicit motor learning.
More research is needed to understand how integrated training (technical
and tactical) in ecological contexts can enhance motor learning of sporting skills
through implicit, explicit, or sequential. To investigate the impact of additional
declarative information acquisition, the researchers suggested that participants in
the sequential group be evaluated for all dependent variables amid the program
when the learning process changes (Lopes et al., 2018).
RRL 22
Title
The effect of physical literacy and differential learning program in motor, technical
and tactical basketball skills
Authors
Nuno Mateus, Sara Santos, Luís Vaz, Isabel Gomes, and Nuno Leite
Journal
Revista de Psicología del Deporte (Journal of Sport Psychology)

Published on 2015
Findings
Physical literacy is the motivation, confidence, physical competence,

knowledge, and understanding to value and take responsibility for engagement in
physical activities for life (The International Physical Literacy Association, 2014).
The implications of physical literacy extend beyond physical health. It also
enhances academic achievement, intellectual functioning, mental wellbeing,
emotional health, interpersonal skills, and healthy living habits.
43
In basketball, every athlete possesses physical competency, which allows
their body to function well while playing and enhances their overall performance.
The game of basketball, also the same as other sport, will not be possible if the
athletes in practice are not physically competent to execute such fundamental
skills.
Physical literacy is essential for basketball players since it aids in the
application of better footwork techniques. As a result, a player with excellent motor
skills has a better chance of succeeding in physically demanding scenarios. This
implication is attributed to the individuals' enhanced ability to assess, foresee, or
understand environmental factors, allowing them to respond more effectively and
suitably (Higgs, 2010).
Differential learning exercises stimulate system synchronization and
dynamics by equipping individuals with a new variety of expectations that
encourage them to develop an adaptive response. This strategy aims to improve
players' capability to adjust to different circumstances dictated by competitive
environments (Torrents et al., 2007).
Current findings from motor learning have been arguing how nonlinearity
enhances skill and gameplay development and where learning needs to be
situated in real-game scenarios. As a result, the purpose of this research was to
investigate the effects of a training program associated with physical literacy and
differential learning methodologies on motor, technical, and tactical basketball
skills (Mateus, Santos, Vaz, Gomes, & Leite, 2015).
The motor, technical, and tactical skills as it applies to basketball, will be
thoroughly evaluated through the response and feedback coming from the
athletes. A particular training pedagogy may or may not entirely work for an
individual due to distinct learning capabilities. Analyzation of physical literacy and
differential learning is highly beneficial for a player on and off the court capacity to
improve and provide a new training principle for the coaches’ and athletes’ learning
convenience.
College students (n=76) in the control group (aged 20.4 ± 1.9) were
assigned to an experimental (BasketCAL) treatment group. The researchers used
the Illinois Agility Test, Taco Bell skills challenge, and 4-on-4 full-court basketball
to analyze motor skills, technical abilities, and tactical ability. The program in
general and the classes could be described as wide-ranging, challenging, and
dynamic (Mateus et al., 2015).
Notably, the study found an improvement in agility and a decrease in all
game unsatisfactory actions, specifically triple threat position, and give-and-go
actions. While in the long-term athletic growth, physical literacy training is often
underestimated (Mateus et al., 2015). Physical literacy promotes outstanding
physical capabilities, balance, agility, and efficiency in movement (Stafford, 2005).
44
The researchers tried to investigate how a basketball training program that

uses differential learning boosts key metrics like basketball game performance.
Behavioral assessment accounted for in-game tactical aspects, such as how pupils
engage in the game. As a whole, the results demonstrated declines in failed
actions, suggesting that students progressed with their knowledge of the game
(Mateus et al., 2015).
Physical literacy and differential learning principles proved to be effective
for game performance as the test subjects provided pertinent data showing an
increase in motor skill performance during the tests. The results suggest that
physical literacy paired with exposure to different in-game scenarios will lead to
significant outcomes and be applied to an actual game instantly.
This study confirms that physical literacy and differential learning basketball
programs enhance motor skills and game performance metrics alike. The system
generally empowers players to direct relevant stimuli to conquer limits, which
resulted in optimal gameplay strategies (Mateus et al., 2015).
RRL 23
Title
The effects of observation learning combined motor imagery and action

observation on the basketball skills
Authors
Chang-Ha Lim, Sang-Hyup Choi, and Yong-Gwan Song
Journal
Korean Journal of Sport Science

Volume 30. Issue no. 3, pp. 513-528
Published on 2019
Korea Institute of Sport Science
Findings
Humans can acquire motor skills by observation and imitation of the motions
and attitudes of others during skill acquisition. Action observation is one of the
most significant factors in the learning process.
Motor imagery and action observation have generally been differentiated
from one another. Numerous latest researches have shown that combining motor
45
imagery with action observation can be more productive in motor learning. The
current study investigated the effects of observation learning, which included both
motor imagery and action observation, on the growth of basketball shooting skills
(Chang-Ha, Sang-Hyup Choi, & Yong-Gwan, 2019).
Motor imagery recognizes positive activity and can mentally envision a
performance scenario. One can learn even before actual performance action by
visualizing and displaying. Furthermore, motor imagery generally implies an
indirect perspective (Vries & Mulder, 2007). Motor imagery and activity-based
learning are classified as a form of observation learning since it offers a purpose
in facilitating the development of the same competency.
In basketball, the athletes are not only focused on the actual playing
environment; they also require time and space to get some work done inside the
gym. The training camp of every team does not entirely concentrate on enhancing
physical skills. Cognitive or intellectual skill is also a significant factor in the
success of an athlete. Employing motor imagery and visualization and observation
and action observation learning are crucial in developing other skills and abilities
beyond the physical aspect.
In this research by Chang-Ha et al. (2019), 52 male students from three
middle schools in Seoul took part. They engage in basketball as an after-school
recreation. There were 17 male pupils from middle school A and middle school
B who partake in the program. The control group consisted of 17 kids from Middle
School A. The action observation group consisted of 17 students from Middle
School B, and group C consisted of 18 middle school students who participated in
motor imaging and activity observation. Moreover, practice images and a survey
were carried out to evaluate the level of awareness of activity observation. While
describing that, the involvement of external variables was minimal.
The impact of observational learning on basketball shooting motor abilities
has been validated. Variability in the front shoot approach is based on the
perspective in the results. Motor imagery and activity observation are included
as processes for emulating other human actions, which involves replicating a
movement through visualization of a component. Observing activity with motor
imagery is a type of observational learning. It is a critical modeling
phase component in developing motor abilities through observing the performer's
functional performance (Chang-Ha et al., 2019).
Replication and visualization through realistic simulation are in sync with or
ahead of an organized motor framework in the brain and measure the correlation
level. Although activity observation is an innovative practice that can aid in skills
development, it does not contribute to motor learning. Individual characteristics,
motor capabilities, and diverse contexts all influence the level of observation
(McGregor & Paul, 2017).
46
In the concept of obtaining basketball-rounded skills, observation learning,

along with motor imagery and action observation, are effective methods that can
influence an individual to adapt to new ideas and scenarios. According to the study
results, learning through observing is a good enough plan for a beginner. However,
the guidance of an expert like a coach or an experienced player is still the best
way to gain new knowledge and capabilities in playing a sport efficiently.
According to the findings, some basketball shooting skills and athleticism
improved significantly due to interaction implications, which were validated in the
phase abilities. The combination of motor imagery and activity observation
corresponds to excellent athletic performance as per the observation group.
Further comprehensive research will need to be conducted in the future to validate
the impacts of multiple observational learning pedagogies (Chang-Ha et al., 2019).
The results indicate that integrating motor imagery into an observation
learning technique involving mental image and action observation may help
enhance motor skill performance and motor image ability, particularly when
examining movements with the motivation to emulate (Chang-Ha et al., 2019).
Following his idol’s game, a person tends to try and attempt the same moves and
even develop them with proper practice and motivation. Observation learning not
only applies to witnessing an actual play. It also includes TV and social media sites.
RRL 24
Title
The Effect of Overlearning on Performance and Learning of Open and Closed

Skills in Basketball
Authors
Gholamreza Lotfi, Hamid Rahmani
Journal
International Journal of Review in Life Sciences

Published on 2015
JK Welfare & Pharmascope Foundation
Findings
Practicing is the application of acquired skills to make progress much more

consistently. The skill, on the other hand, suggests a responsibility with a specific
47
purpose. Motor skills require body movements. In terms of environmental
sustainability, competencies are classified into two types: open and closed skills.
The setting is stable and does not move in closed skill performance. Athletes doing
open motor skills, on the other hand, practice the skills in a constantly moving
environment in which the target or situation changes during the skill performance
(Magill, 2010).
Consistency of training and practice of acquired skills is essential to an
athlete's motor capabilities. Athletes who spend more time in the gym are more
likely to grow into great basketball players with the necessary competencies to play
and compete at a higher level. The basketball game is deeply rooted in practice
and motivation to develop into a skilled yet humble athlete.
Overlearning refers to the continuous acquisition of knowledge and
information through practice. An athlete who spends more time learning and re-
learning concepts will be more adept in incorporating himself comfortably to what
the game requires and will have the ability to make significant decisions even
under pressure. The eagerness of an athlete to improve will reflect on his attitude
and how he approaches certain situations in-game or during practice.
The study was a field research with a quasi-experimental design. The
control subjects administered it in pre-test and post-test formats. The researchers
included all elite male basketball players (aged 16 to 22 years) in Gazvin province
in the given population. With the distribution of the questionnaires, 82 respondents
took part in the study. Following the pre-test, the researchers evaluated the top 45
cases. They were combined based on pre-test results and divided into three
groups of 15 individuals: open, closed, and control (Lotfi & Rahmani, 2015).
According to Lotfi & Rahmani (2015), the control group conducted their
team's exercises and then transferred, retained, and delayed retention tests. The
training groups completed 100 overlearning attempts once each training session
was completed. Open skill group contained basketball jump-receive and shoot
from the penalty spot, while closed skill group included free penalty shot.
The results of this study showed that overlearning of open and closed skills
increased participants' performance. Another discovery was that overlearning has
a significant impact on open skill transmission. The study also revealed that
overlearning had little influence on the transfer of closed skills. Overlearning also
showed no effect on open and closed skill retention, as well as delayed retention.
Furthermore, there was no statistically significant difference between the three
groups in the transfer test (Lotfi & Rahmani, 2015).
Overlearning emphasizes that once we have learned the criterion task, we
must apply it beyond the initial level until it is assimilated (Schaedle-Schart, 2000).
Appropriate behavior modification goes beyond one's competence. After
overlearning, everyone becomes a professional. Additionally, all persons have
acquired the first degree of skill and store the information as long as possible (Doug
et al., 2004). Several findings demonstrate that the learning occurs after
48
accomplishing the goal and the summit of the learning process (Hemayattalab et
al., 2011).
Gentile (1973) thinks that in closed skills acquisition, athletes learn

adequately in practice when they repeat the same actions in relatively stable
conditions regularly in a controlled environment. Likewise, in open skills learning,
trainees pick up a lot in training when they execute activities in multiple settings
(Schmidt & Wrisberg, 2007). According to Gentile, since the subjects in this
experiment were skilled professionals, their improved performance could be
attributed to controlled environments.
Overall, this study found that overlearning had a considerable impact on
both open and closed skill performance. As a byproduct, coaches and players may
adopt overlearning in competition-related practices. Considering overlearning had
a substantial impact on delayed retention of closed abilities, it is suggested that
closed skills be practiced through overlearning.
Overlearning is undoubtedly essential for enhancing and developing one’s
potential. It can be a key to more discoveries in an individual’s skill and ability.
Overlearning should not be correlated with overloading, and we must also consider
the physical strength and capacity of a player before anything else. Health must
remain the number one priority. Overlearning can help a player enhance current
skills, but how will he use it if his health is compromised. Consistent training paired
with rest and recovery breaks are good enough for the body to adapt with caution.
RRL 25
Title
Benefits of Combined Mental and Physical Training in Learning a Complex Motor

Skill in Basketball
Authors
Andrea Gaggioli, Luca Morganti, Maurizio Mondoni, Alessandro Antonietti
Journal
Scientific Research: Psychology

Volume 4, Issue no. 9 A2, pp. 1-6
Published on 2013
Posted Online on September 2013
SciRes
49
Findings
In a basketball context, physical training includes drills, workouts, and

training methods that require motor action. It is a way of getting the body ready for
gameplay. Additionally, physical training is a training pedagogy primarily utilized in
sports, especially in a contact sport such as basketball. Furthermore, strength and
mobility are among the skills an athlete must possess to play competitively,
efficiently, and adapt appropriately to in-game situations.
On the other hand, mental training is a way of adjusting the mind well
enough to respond to different game environments. It can enhance decision-
making, motivation, and morale before, during, and after the game. Mental
toughness is crucial in playing any sport since an athlete can cope with tense
situations such as getting blown up by the opposing team, losing, and most
especially when experiencing injuries. Moreover, mental stability is vital for an
athlete’s recovery process during the occurrence of injuries. It will provide the
necessary motivation to get on the right path and not think of the negatives.
In team sports, mistakes by one player can impact the whole squad (e.g.,
in basketball, traveling can be called, and the ball is handed to the other team). It
has been hypothesized that mentally rehearsing motor imagery can boost the
motor learning process (Jeannerod & Decety, 1995; Sherwood & Lee, 2003).
According to Gaggioli, Morganti, Mondoni, & Antonietti (2013), the purpose
of this study was to look at the advantages of integrating mental and physical
training when acquiring a complex motor skill in basketball (the lay-up shot). The
researchers chose the lay-up shot since it has the best form and accuracy critical
for its successful delivery. A fault during the foot-tapping phase, for instance, may
result in the player being charged for a foul. Each athlete must master the proper
sequence and perform the task by synchronizing the motion of arms and knees,
precisely executing the final jump to the bucket.
Sixty female university students were allocated randomly to either mental
practice combined with physical training or physical training only. Before and after
a four-week training period, the researchers evaluated their motor performance.
Three independent evaluators conducted a video analysis on the motor task before
and after training in both situations (Gaggioli et al., 2013).
The findings show that combining mental and physical exercise can
increase performance in a closed athletic activity. The researchers evaluated the
lay-up shot strategy in terms of various scales (“fluidity,” “rhythm,” “step accuracy,”
“coordination,” and “balance landing”) in the current study. Among these
components, “balance landing” was the only one with an insufficient degree of
agreement among all the judges. The findings showed significant improvements in
"coordination," with inspectors focusing on coordination between the arms and the
knees specifically (Gaggioli et al., 2013).
The result revealed that mental practice conditions enhanced coordination
and locomotion efficiency, implying that this methodology can be beneficial in
50
training challenging motor abilities. Finally, the findings show the efficacy and
reliability of applying a video-based movement model to investigate motor
performance progress (Gaggioli et al., 2013).
According to Gaggioli et al. (2013), it should be concluded that the study

has some limitations. For starters, the sample consisted entirely of female
individuals, limiting the generalizability of the findings. Additionally, since the
sample only comprised students, it is unclear to what extent these observations
apply to athletes.
A further aim is to look into how to include this newly constructed imaging
routine into a team's training routine. Future research should look into the actual
effectiveness of mental training with younger athletes (Munroe-Chandler, 2007;
Parker et al., 2009), considering their capacity to complete an imaging process
based on an internal standpoint (Parker et al., 2011).
The adaptation of mental preparation paired with physical drills proved
effective during training and its corresponding in-game situations. Mental and
physical training are partners in providing efficient yet systematic preparation
techniques for the subjects. It will develop their existing skills while equipping them
with the necessary competencies to realize a better version of themselves.
RRL 26
Title
Exploring the Effectiveness of Immersive Video for Training Decision-Making

Capability in Elite, Young Basketball Players
Authors
Derek Panchuk, Markus J. Klusemann, Stephen M. Hadlow
Journal
Movement Science and Sport Psychology

Volume 9, Article no. 2315, pp. 1-9
Published on November 27, 2018
Frontiers in Psychology
51
Findings
Team sport athletes must be able to make decisions to be successful. Good

decision-making is supported by perceptual-cognitive abilities that enable athletes
to analyze their surroundings and select the best option from various possibilities
(Panchuk, Klusemann, & Hadlow, 2018). A basketball player can be exposed to
many complicated situations, which require a proper understanding of the
environmental context to produce a reasonable decision. A player with competent
decision-making skills will read the plays clearly and act according to what the
game requires.
The concept of immersive video training is an innovation in technology that
allows a simple yet convenient platform to develop and enhance athletes’ specific
competencies. The coaches will let the players watch a particular scenario wherein
the decision is highly significant then the players will have to think of something to
address the given situation.
The rise of technology that boosts the accuracy of simulations displayed to
athletes brings new intriguing possibilities for developing future training strategies
(Craig, 2013). Today, virtual reality has been beneficial to create a realistic
simulation and can already respond to the person's movement in control.
According to Panchuk et al. (2018), the goal of this study was to see if the
immersive video could be optimized to enhance the decision-making capacity of
elite youth basketball players and if immersive video training would translate to
better passing accuracy in small-sided games. The researchers estimated that
players who experienced immersive video training would raise their test scores
and ability in small-sided games compared to a control group who received simply
regular instruction.
Immersive instruction is not the real thing. It is only a simulation of a
scenario using videotapes, images, and virtual instruction. It is indeed an
innovation that makes everything convenient and straightforward. Some athletes
are used to receive real-life instruction from their coaches even though immersive
video training has been around for quite some time. The transition period would be
lesser due to the emergence of virtual reality or VR.
Twenty (n=20; ten male, ten female age: 17.0 ± 0.6) elite youth basketball
players (six guards, six wings, eight bigs) committed for the study. At the beginning
of the experiment, all players were part of the National Under-19 Basketball
Australia Centre of Excellence basketball program and served their country at a
global competition. One subject was unable to partake in the study due to injury.
Another was unable to finish any of the assessments due to motion sickness
triggered by wearing the head-mounted device. This implication left the last 18
participants (nine female and nine male) (Panchuk et al., 2018).
The performance of the participants was evaluated using an immersive
video test and small-sided games (SSG). Male training participants improved
significantly (+4.0 points) on the immersion test and (+5.8 points) on the SSG when
52
compared to male control participants (+0.3 points and +1.0 points, respectively).
While both the female control (+9.7 points) and training groups (7.4 points)
improved significantly on the immersive training exam, only the female control
(+6.9 points) improved considerably on the SSG (Panchuk et al., 2018).
When athletes were examined on their proficiency in decision-making, there
was no variation in ability between pre-test and post-test. Considering the study's
experimental characterized by the fact that it was an applied study (i.e., coaches
were focused on group changes), the researchers analyzed group variability. They
discovered that both the female control and training group and the male training
group had major improvements in decision-making effectiveness on immersive
testing (although the males' improvement was non-significant) (Panchuk et al.,
2018).
The simulation created by immersive video training has been effective for
young basketball players. A subject states that it is like “being in an actual arena,”
which concludes that immersive video practice will work for young athletes.
Similarly, Panchuk et al. (2018) note that the athletes' feedback was generally
enthusiastic. All of the players thought that the immersive video training helped
them improve their on-court abilities, with several remarking that it "aided with court
vision and seeing offensive opportunities" and "recognizing where defenders were
heading."
The utilization of virtual reality platforms has shown significant benefits in
developing specific skills such as passing, shooting, and dribbling. Immersive
training is another methodology that coaches and trainers can employ in their
training regimens. Additionally, it can be a basis for more innovations and
improvements in terms of the availability of the equipment and the underlying
factors of funding and cost.
According to Panchuk et al. (2018), about two-thirds indicated that
extending the variety of situations and using cases with diverse visual
characteristics (e.g., different settings, teams, etc.) would make the training more
compelling. The immersive test results were somewhat surprising considering the
variation of responses gathered from players (and coach raters) on the exact
situations.
Coaches can utilize immersive coaching for player recovery and during
travel to keep players mentally occupied when they cannot function physically.
Considering that athletes had great experiences with training, valued engaging
with this presentation style, and there were no negative consequences to
involvement in training, it is reasonable to consider broadening its use in the
regular training environment (Panchuk et al., 2018).
53
RRL 27
Title
The Role of Mental Toughness in Basketball Shooting Skill Learning
Authors
Seyed Abbas Afsanepurak, Mohammad Vaez Mousavi, Abdollah Ghasemi
Journal
Bulletin of Environment, Pharmacology, and Life Sciences

Volume 3, Special Issue no. 3, pp. 390-393
Published on 2014
Academy for Environment and Life Sciences, India
Findings
Mental toughness is defined as the ability to avoid, control, and conquer

fears, anxieties, issues, and conditions that hinder you from achieving or thriving
at a task or toward a target or performance outcome that you aim to achieve
(Mental Toughness Inc., n.d.). A mentally strong athlete will put his problems aside
and focus on the actual goal or even use it as an inspiration to perform well without
any sudden distractions while in-game.
Mental toughness is a critical component of athletic prowess. However,
additional research is needed in the areas of motor learning in particular.
Therefore, researchers presume that MT plays a significant part in learning
shooting in basketball (Afsanepurak, Mousavi, & Ghasemi, 2014).
In a basketball context, shooting is the primary skill used to score points
contested or not. It is a complex skill that requires a significant amount of focus
and concentration to repeat consistently. Shooters must be mentally tough to keep
their eyes at bay and make crucial shots for their team. Anyone can shoot a
basketball, but not everyone is mentally strong, composed, and efficient enough
to do it consistently the way professionals do.
Participants were 100 Gorgan Islamic Azad University undergraduate
students (n=100, age=23.702.35) who were new to basketball. Based on the
Mental Toughness Questionnaire-48 (MTQ 48) and pretest scores, subjects were
randomly allocated to two equal groups with high and low mental toughness
(n1=n2= 50). In 12 sessions, participants learned basketball shooting skills (each
session 30 throws) (Afsanepurak et al., 2014).
After excluding people with average MTQ-48 scores, the researchers
compared mean scores between the high- and low-mental-toughness groups.
There was a considerable difference in mental toughness between the two groups,
54
according to the findings. Kolmogrove-Smirnov test showed normal distribution of
pretest scores. The results demonstrated a considerable mental toughness
variability [t (98) =21.68, P=0.001]. Comparing the two pretest groups revealed no
significant differences at the start of the trial [t (98)=-0.65, P=0.44]. In the
acquisition phase, the data were analyzed applying two prevalent ANOVA (group
x training sessions) with systematic training evaluations. According to the
outcomes, the training sessions were beneficial [F (5.21, 98) =46.04, P0. 001].
However, the researchers found the group impact to be insignificant [F (1, 98)
=56.41, P0.001], and so was the interaction effect of the group by training sessions
(F (5.21, 98) =2.02, P0.05) (Afsanepurak et al., 2014).
Participants allocated to the high mental toughness group, as evaluated by
the MTQ-48 test, showed higher accuracy and efficiency in free throw shooting
with variability than the contrasting group. Additionally, even though novices got
significant results, the increased mental toughness group got substantial results
influenced by their mental stability.
The current study's findings are consistent with the definition proposed by
Jones et al. (2007), they defined mental toughness as a "natural or developed
psychological edge" that empowers you to recover faster than your opponents with
the many demands (competition, training, and lifestyle) that sport imposes on an
athlete and, more specifically, to be more consistent and better than the opposition
in staying committed, oriented, optimistic, and in command under pressure.
A genetic component strongly suggests the presence of major brain-
structure variability in the current study. The researchers may infer that MT
depends on hereditary and environmental factors. Consequently, the experiment
utilized the MTQ-48 questionnaire to evaluate MT since both parameters are
explored (Afsanepurak et al., 2014).
Collectively, the results indicate that mental toughness may be a vital skill
acquisition driver. As this study is the first to evaluate the effect of mental
toughness in developing basketball shooting skills, it is suggested to understand
and enforce the conclusions drawn with discretion. However, coaches are
encouraged to use players with better MT. Additional studies into other capabilities
are also necessary (Afsanepurak et al., 2014).
Mental toughness has a critical role in the practice of basketball shooting
techniques. Mentally tough athletes tend to be more composed, focused, and
quickly adapt to different situations without much complexity. The participating
students in the study, even though novices, can provide sufficient data for the
experiment. It shows how much mental toughness can change the game, even if
experienced or not.
55
RRL 28
Title
Function and Preferences of Motivational and Instructional Self-Talk for

Adolescent Basketball Players
Authors
Stiliani Chroni, Stefanos Perkos, Yannis Theodorakis
Journal
Athletic Insight: The Online Journal of Sport Psychology

Published on March 2007
Findings
Self-talk is equivalent to self-motivation. An athlete can communicate within

himself to boost morale and interest to finish what he started. Athletes usually talk
to themselves before, during, and after the game. It is an avenue for intrinsic
feedback or assessing one’s own performance and understanding what went right
or wrong. Additionally, self-talk is crucial, especially to adolescent basketball
players, since their mindset is still raw and not mature enough to cope with complex
situations. A young athlete needs to talk and push himself throughout the game for
his mind to function well and focus on what is at stake.
Analogous to mature players, teens speak about feeling good and feeling
anxious; they get thrilled about training and playing and sometimes get upset; they
adore working out or find numerous excuses not to join practices. Adolescent
athletes are likely to suffer from comparable stressors (e.g., pressure, doing well
or terribly) and have related cognitive demands and qualities (e.g., passion, focus,
self-confidence, panic) as senior athletes (Smoll & Smith, 2002; Weinberg &
Gould, 2003).
Adolescent basketball players are more likely to constantly change interests
and decisions as they grow due to their tendency to explore their options to get the
best possible experience. Their coaches teach self-talk during practice to give
them an opportunity whenever team motivation is not working out. It is better to
prioritize fixing internal issues first before taking on the collective one. The
basketball game is bonded by training, skills, and preparing the body physically,
mentally, and emotionally.
For several factors, self-talk or ST is recognized as one of the most frequent
cognitive techniques: It occurs spontaneously and intentionally; it can be done with
or without previous training; it can be open or private (Chroni, Perkous, &
Theodorakis, 2007). Athletes utilize self-talking to regulate their mind (e.g.,
56
"focus"), handle their stress (e.g., "relax"), appraise their work (e.g., "great job").
And through these dialogues, individuals can convey their sentiments, articulate
their observations, monitor and modify their ideas to improve learning and
execution of skills (Zinsser et al., 2001).
The purpose of this study was to investigate players' opinions of the
usefulness of self-talk (ST) and the processes by which ST helped performance,
as well as their inclinations for the use of motivational and instructional ST during
skill execution. Thirty-eight inexperienced basketball players (Mage = 12.8)
underwent a standard practice session and applied both motivational and
instructional ST signals throughout passing, dribbling, and shooting skill
assessments (Chroni et al., 2007)
In evaluating players' opinions of ST's usefulness, intriguing findings came
from dribbling, passing, and shooting skill-tests execution. Participants didn't
report using one of the two ST kinds more frequently than the other for dribbling
and didn't see either of the two ST kinds as more effective. For passing, the players
claimed that instructional ST assisted them to “execute with better technique.” In
contrast, motivational ST was recognized and acknowledged as a significant aid
for shooting skills (Chroni et al., 2007).
In summation, shooting was the task that developed particular inclinations
and perspectives on the use of self-talk. The adolescent subjects utilized,
appreciated, and were more satisfied with motivational ST efficacy (Chroni et al.,
2007). Self-talk does not apply to every possible skill in basketball, but its forms
can aid in specific tasks such as instructional ST for passing and motivational ST
for shooting.
A motivational self-talk is a form of ST that aids in the morale and motivation

of a particular athlete. According to the study’s findings, it is more applicable to
adolescent subjects' shooting skills. It is because motivational ST was viewed as
impacting three proposed ST mechanisms to a significantly greater extent than
instructional ST. Shooting requires concentration to be adequately executed,
which makes it a factor why motivational ST is more convenient for this particular
skill.
On the other hand, an instructional self-talk is a form of ST that corresponds
to the mechanics and correct execution of fundamentals. It is more beneficial in
the passing skill since it prescribes the proper technique to pass the ball efficiently
and avoid turning the ball over. Instructional ST is essential for players who are
more adept at making plays for their team.
The participants' lack of understanding of ST's cognitive method may have
affected their assignment. Moreover, the researchers did not check if young
participants were familiar with the ST approach they applied in their practice. The
additional limiting aspect of the approach followed may be that each skill analysis
57
was conducted twice to enable both ST types. Most definitely, there was a learning
impact during the second test administration that altered execution with the second
ST type. Finally, the fact that the subjects were not questioned if their coaches
utilized any additional ST remarks during delivery besides the prescribed ones may
also limit the research findings (Chroniet al., 2007).
Coaches should help their young basketball players practice and apply brief
cue words encouraging in style as these help them feel quite confident and relaxed
and enjoy themselves. Perhaps in keywords, instructional ST seemed not as
engaging as motivational ST for adolescent basketball players. Finally, future
studies should seek to adequately explain the composition and possible uses of
distinct ST variants (overt vs. covert ST, self-selected vs. imposed ST) while
considering its influence on their performance (Chroni et al., 2007).
RRL 29
Title
Bodily Communication in Basketball
Authors
Gaetano Raiola, Domenico Tafuri, Filippo Gomez Paloma, Mario Lipoma
Journal
Sports Science
Published on 2015
Findings
Bodily communication is essential in learning particular basketball skills. An

individual can absorb, reflect, and decide on situations coming from an external
stimulus. An athlete's capacity to communicate well within his body systems is an
advantage that he can enforce during complex cases. The game of basketball is
very unpredictable, so body communication is crucial in making certain plays,
either offensive or defensive, possible and with the highest efficiency.
Anticipation correlates with a person’s ability to process information well
enough to make significant decisions. The concept of anticipation is widely known
in sports such as basketball. It is the way of reacting to specific situations
throughout the game. For example, when an opponent shot the ball and missed,
anticipation is utilized to determine where the ball will land or which direction does
a player needs to box out the opposing rebounder. The ability to anticipate is a
58
byproduct of bodily communication and other factors such as the environmental
context and external stimuli.
Basketball is a highly fast-paced sport whose fundamental traits, strategies,
and logistics continuously encourage non-verbal cues between on-court players.
Additionally, motor control system concepts have had a considerable impact on
the depth of the phenomena. Bodily communication has its epistemological
structure, within which the information is encoded, transported, and decoded. It
generates relationships and interactions that become a reality due to the growth of
data and the interpretation of the message's content (Raiola, Tafuri, Paloma, &
Lipoma, 2015).
This study aims to apply theories of bodily communication and develop an
interactive method to establish a new scientific paradigm through integrated
perception. Consequently, the study's objective is to bring up various aspects of
the same knowledge and to examine the qualitative element of the setting in detail.
Additionally, the task is to determine the multiple modes of bodily communication
used in basketball (Raiola et al., 2015).
In the basketball context, players use their bodily communication capability
to react to the defensive scenarios and think of the best possible move to elude
the defense and win the game. It is also connected to the cognitive skills of an
athlete since a well-functioning mind will aid in the process of communication and
interpretation within the body systems.
The strategy employed is theoretical and argumentative to deduce the
structure to recognize bodily components and deceptive factors. Empirical inquiry
is used to discover skills and key qualities through observations. Monitoring is
done by three professionals: team coach, body communication experts, and
performance analyst (Raiola et al., 2015).
Interpreting indications of bodily communication, such as the feint, is
"functional" when it applies to the same club and involves either inter-player
interaction or communication between the coach and the players involving
strategic goals, plans, and game dilemmas (Raiola et al., 2015). Additionally,
decoding can also be "diagnostic" if it can distinguish the other team's unique non-
verbal signals through indicators and components that describe the
communication patterns of pupils and PE teachers (Raiola et al., 2015ab; Raiola,
2012ab). Finally, the third form of decoding is "tactics," where gestures or action
replicates a game objective to seek an opponent's response to favor their team.
Learning and evaluating the latest and several technical concepts increases
the progress of coordination skills and feint. Still, fundamental technical sporting
skills must be identified to be completed associated with specific coordinative
areas to be adapted, such as a change in approach, shot fakes, a shift in direction,
etc. (Raiola et al., 2015). When it comes to basketball, the concept of bodily
59
communication is focused on the intrinsic ability of a player to adapt to certain
situations and choose the best step to succeed.
In conclusion, educating these factors becomes crucial for young athletes
to develop imagination and anticipation motor, which denotes the potential to
innovate and react to numerous game scenarios. The more a player pushes the
defender to respond to his fakes (shooting, passing, or breakaway dribble), he
will probably have to acquire advantages (time and space) to perform his intended
motor well (to make an easy score).
Athletes must enhance and develop their body communication during their
training. It is vital for a basketball player always to be ready physically, mentally,
and emotionally to keep up with the constant demands of the game. The ability to
influence the adversary's movements with the use of feints or fakes is essential
not just for personal gain but also for the whole squad's benefit.
RRL 30
Title
Development of motor skills applied to basketball in the developmental age
Authors
Mario Montella, Andrea Ceciliani, Stefania Morsanuto, Ario Federici, Gaetano

Altavilla
Journal
Journal of Human Sport & Exercise

Volume 12, Proceeding no. 4, pp. S835-S840
Published on 2019
Spring Conferences of Sports Science
Findings
The development of motor skills begins in a process called motor learning.

The procedure started from the time it was first introduced to us back when we are
still young. The knowledge of an individual regarding sports such as basketball
may come from a variety of factors. It may include their early involvement in the
sport, influenced by their parents who might be former athletes, or through his lone
ability to learn by himself through observation and mimicking what he watched or
saw.
The developmental age in learning motor skills in basketball starts when an
athlete is still a novice until his skills develop over time and gain relevant
60
experiences. The process is long and involves many challenges, which makes the
learning process worthwhile and can extend the overall competencies of an
individual. Adolescent basketball players are still prone to errors since they are still
in the process, but the errors are reduced as they continue to learn. The acquired
knowledge will make them more competitive and efficient on and off the court.
The study's goal is to recognize the value of motor skills training and how
assessments may be applied as a monitoring tool in training programs to evaluate
the athletic and physical state of the athlete as well as the entire team. From this
perspective, there will surely be advancements, including strategic and tactical
areas, to stay competitive with a better possibility of success (Montella, Ceciliani,
Morsanuto, Federici, & Altavilla, 2019).
The methodology is experiential, with data gathered before and after
training sessions. The researchers conducted conventional youth basketball
speed assessments. A pool of twelve male players (amateur team under 14) aged
13 to 14 years was put to the trials on 24 meters and 48 meters. Data were
obtained at the start and finish of a training phase of around six months (from
October to March): mean and standard anthropometric data deviation. The
researchers allocated fifteen minutes for joint mobility and general motor skills
before each activity. The main focus is the weight and height of each athlete,
preceded by their clocked times on the 24 (basketball court length) and 48 meters
(round-trip of the basketball court) (Montella et al., 2019).
The experiments were done without any rush since the methods won’t
reflect on the test subjects right away. The process took some time before
recording any sudden improvements in the motor skills of the young basketball
players. The continuity in training is crucial in making significant progress regarding
the development of every player. Consistent training, paired with a healthy lifestyle,
will benefit an athlete’s motor learning process and help him reach his goal faster
than expected.
As confirmed by the t-test, the study's findings validate the improvements
on the 24 and 48 meters from October to March; this suggests that the pre and
post-training subgroups obtained notable differences concerning the p-value of
<0.05. Additionally, there is a significant correlation (0.818) between height and
weight in the first period (October) and then a further growth (0.869) at the end of
the training period (March) (Montella et al., 2019).
The process of motor skill learning in basketball took some valuable time to
train the required skills, abilities, and fundamentals to develop and succeed in the
future. The subjects of the study are young players who showed significant
improvements throughout the assessments. It creates an idea that the
developmental age in learning motor skills in basketball is at an average of 13
years of age.
61
If you only work on game predictions, the boys' development is limited to
situations experienced during training. The training program selected has
extended periods, but it intends at making each athlete independent both in
decision-making and in-game scenarios, placing every athlete in the top shape to
interpret game tactics efficiently and successfully (Montella et al., 2019). The
process can be different if applied to older novice players, such as teenagers since
their knowledge will be their advantage to adjust well to the new training
pedagogies utilized by their coaches.
The findings contribute to utilizing the test administration method as a
coaching system to track the association between training and performance tasks
(Montella et al., 2019). Coaches, either mentoring young or older athletes, must
be able to apply every possible training technique they can get to keep up with the
demands of the sport. The program must be flexible enough to address the various
needs of every aspiring athlete adequately. The acquisition and development of
motor skills, especially in basketball, have to start early to have a big enough room
to learn from mistakes and continue to improve.
RRL 31
Title
Effect of modified equipment on the acquisition of motor task performance among

children of low and high working memory capacity: A basketball-based
experimental study
Authors
Mohsen Afrouzeh, Rabiu Muazu Musa, Pathmanathan K. Suppiah, Mohamad

Razali Abdullah
Journal
Journal of Physical Education and Sport

Published on 2020
Findings
In the game of basketball, equipment is critical in the proper execution of

fundamental skills. The basketball is the essential equipment used to play the
game because, without it, the performance of various skills will not make any
sense. Other kinds of stuff, such as the rim, the net, the backboard, etc., are just
some of the few supporting tools to make the basketball game possible—the
62
equipment, tools, and other apparatuses that an individual use will reflect on his
motor performance.
The modifications in the game equipment can be influenced by the ability
and competency of a player. If a player has a slow memory capacity, then the
equipment should correspond to his specific needs. It may include the size and
weight of the ball, the height of the basket, etc. In contrast, if a player has a high
memory capacity, the standard equipment is applicable for his convenience.
The utilization of standard equipment may impose some difficulties on
children due to a lack of physical preparation and abilities that may hinder the
children's skill learning, resulting in a loss of interest and withdrawal (Afrouzeh,
Musa, Suppiah, & Abdullah, 2020). Prior studies have shown that when the
equipment is customized to match the characteristics of the participants, they
perform much better in physical activities (Evans, 1980; Kirk, 2004; Suppiah et al.,
2019).
It is worth mentioning that minimizing environmental and equipment
restrictions could reduce mistakes, resulting in the successful performance of
motor activities. Developing a specific training program could be considered a
solution to boost motor abilities in youngsters with low motor skills. By simplifying
tasks, children are more motivated to deliver their talents (Afrouzeh et al., 2020).
The comfort and assurance that a person feels regarding the equipment
he’s using will boost his confidence to perform as well. Modifying equipment is vital
for adolescents, beginners, players under injury recovery, and PWDs to execute
the required skills properly and comfortably since their specific needs are already
addressed.
Participants were 40 adolescents without prior basketball experiences. All
study participants were right-handed, around 9-10 years of age, and claimed no
previous injury. The participants were separated into two groups based on their
Wechsler Intelligence Scale for Children - Memory for Digit Span (Wechsler, 1974)
scores: High Working Memory Capacity (HWMC) and Low Working Memory
Capacity (LWMC). Before being randomly dispersed using the matched-pair
method, the participants were examined for their performance in the basketball
free-throw test (Afrouzeh et al., 2020).
The experiment results suggest that modifying the equipment was
beneficial in enhancing the children's performance between pre and post-
assessment. Likewise, the findings demonstrated that when the students used
customized equipment, their performance was higher than when they used
conventional equipment (Afrouzeh et al., 2020).
Modified equipment has a significant effect on every person's motor

competencies, novice or pro, to execute the fundamental skills required by the
63
sport. Participants with a lower working memory system (LWMC) showed better
results from the start until the final evaluation. Equipment modification is beneficial
to every athlete and beginner trying to get a feel and get used to the game
requirements.
Equipment adjustments could positively impact children's efficiency by
reducing cognitive functioning in motor learning. Decreasing working memory
capacity is a crucial component that encourages children to focus more on doing
motor activities rather than memorizing the procedures necessary to finish tasks
that could take a lot longer to grasp and limit faster learning (Afrouzeh et al., 2020).
The significance of lowering work-related memory, especially for children,
could be beneficial in acquiring new motor abilities regardless of working memory
level. The outcomes of this study show that customized learning activities that do
not depend on working memory capacity could have a favorable long-term
influence on acquiring motor abilities in adolescents (Afrouzeh et al., 2020).
It is strongly advised that P.E teachers, trainers, and coaches recognize
adjusting equipment and the atmosphere during practice concerning the children's
unique traits to stimulate learning of motor tasks. It is a big step that would go a
long way towards improving skill acquisition and higher quality execution (Afrouzeh
et al., 2020).
RRL 32
Title
Increased distance of shooting on the basketball jump shot
Authors
Victor Hugo Alves Okazaki, André Luiz Félix Rodacki
Journal
Journal of Sports Science and Medicine

Volume 11, pp. 231-237
Published on 2012
Findings
In basketball, shooting is the primary skill associated with the offense. It is

the facet where most of the scoring takes place. The shooters of a team are mostly
their guards and small forwards who have the more prominent role to fulfill in
scoring. In a basketball court, there are different sections where players can shoot
and get a specific number of points per area. For example, a basket inside the
64
painted area is equivalent to 2 points, while shots coming from and beyond the 3-
point arc are equal to 3 points.
The distance is a significant factor that can influence the efficiency and the
chance s of the ball from getting inside the basket—the farther the shot attempt,
the lower the chances of it from getting in. Similarly, the closer the shot to the
basket, the higher the chance of getting in. Basketball players of the modern era
are now more adept form shooting anywhere. The players are all practicing from
shooting anywhere on their court to have many possible offensive choices in-
game. Additionally, most modern-day big men are also capable of shooting from
the perimeter, which makes them a threat for both the inside and outside areas of
the court.
As the shooting distance increases, the shooter must lower the ball release
inclination, resulting in a shallower flight path for the ball (Miller and Bartlett, 1996;
Satern, 1993). The trajectory is the most critical aspect that athletes consider when
taking a shot. The lower the trajectory, the lower the chances of making a shot.
Shot attempts coming from long distances require more force, resulting in a
decrease in trajectory, leading to a short or missed basket.
Ten right-handed male basketball players (25 ± two years old; 86.8 ± 12 kg;
1.84 ± 0.07 m; 12 ± three years of practice) participated in the experiment.
Participants were free of injuries that could have limited their ability to jump shoot.
Throughout the study, all participants attended regular training sessions (3 times
per week) and official contests (state and national) (Okazaki & Rodacki, 2012).
As the task restrictions reduced, shot accuracy declined from 59% (near) to
37% (far). Ball release height decreased from 2.46 m (near) to 2.38 m (middle)
and 2.33 m (long). When shooting from a closer distance (78.92°), the release
angle dropped (p < 0.05). Moreover, ball release velocity increased from 4.39 m/s
(near) to 5.75 m·s-1 (middle) to 6.89 m·s-1 (far) (Okazaki & Rodacki, 2012). At
greater distances from the basket, release heights were less. When a player
shoots from a distance, a strong force must be applied to propel the ball across
the court.
Adjustments in ball release height, angle, and velocity, as a result of
movement performance adaptations, were proposed as the primary elements
influencing jump shot accuracy when distance is increased (Okazaki & Rodacki,
2012). The players are influenced by the given factors, making it very rare for half-
court and full-court buzzer-beaters to be made. The probability is slim for a player
to make shots from great distances consistently, so the made attempts are
commonly regarded as “luck.”
In the basketball context, shooting is the most crucial part of the game. An
off-shooting night for the team usually leads to a loss unless the other team
struggled too. During training, players attempt many shots from different areas to
65
build confidence to translate to the actual game. Certain shooting factors such as
distance, trajectory, and force are all addressed during practices. As the shot
distance gets farther away from the basket, the shot accuracy will decrease due to
the uncontrolled force applied to the shot.
It is suggested that additional research be conducted to modify the ball's
release height, angle, and velocity to better comprehend basketball shot control
tactics. Additionally, studies that contemplate inter-individual variability may also
provide valuable insight concerning basketball jump shot techniques (Okazaki &
Rodacki, 2012).
In conclusion, with distance, shooting accuracy drops. This hypothesis can
be explained by spatial limits of the task (horizontal and vertical) and corresponded
with motion outcomes. The lowered ball release height and angle were altered
concerning the shot on movement control parameters. These are the key reasons
that lead to greater inaccuracy when shot distance increases. The inter-individual
diversity in shot-pattern dynamics and individual methods utilized had an impact
on the various movement control parameters (Okazaki & Rodacki, 2012).
RRL 33
Title
Reinvestment, task complexity, and decision making under pressure in basketball
Authors
Noel P. Kinrade, Robin C. Jackson, Kelly J. Ashford
Journal
Psychology of Sport and Exercise

Volume 20, pp. 11-19
Published on 2015
Findings
The game of basketball offers many complex situations associated with

pressure. A player's ability to play is often influenced by pressure, which can limit
his ability to perform efficiently and motivated. Some factors such as crucial
possessions, full-court presses, and double teams can affect the ball handler's
overall performance, which often results in turnovers. The capacity of a player to
perform well-composed and confident differs based on the complexities of his
roles. Star players are more adept at playing with pressure which makes them less
worried about the stress brought upon by the game.
66
The competitive sporting atmosphere is psychologically demanding. It is not
unusual to see athletes perform far beneath standards despite strong inspiration
and rewards for achievement; this is known as "choking" (Jackson, Beilock, &
Kinrade, 2013). The pressure is more felt by the rookies since they are not yet well-
experienced compared to the veterans. In contrast, experienced athletes also
endure the pressures sometimes due to the high expectations behind their back.
The success of the defensive sets is more correlated to pressuring the offensive
attack of the opposing team.
According to Masters & Maxwell (2004), reinvestment focuses on individual
differences in the tendency to reinvest, which is classified as the “inclination for
controlling consciousness, explicit, norm knowledge by cognitive function to
regulate the mechanics of one's motor activity.” The capability of an athlete to re-
focus himself after an unsuccessful play is crucial, especially when playing a very
important game.
The current study's objectives were first to evaluate choking vulnerability in
a challenging perceptive test situation. The second goal was to investigate the
validity and reliability of the Decision-Specific Reinvestment Scale (DSRS) in a
scenario where complexity was routinely controlled. A selected response time
basketball task that required participants to decide whom to pass the ball was
adopted, with varied difficulties by exhibiting 3-on-3 and 5-on-5 forms of the test
(Kinrade, Jackson, & Ashford, 2015).
After receiving institutional ethical approval, the researchers recruited 38
skilled male basketball players (M Age ¼ 23.46 years, SD ¼ 4.90) to participate in
this experiment. At the beginning of the study, respondents were playing for local
clubs (n ¼ 25), county or regional level teams (n 2), or national league level (n
¼ 11), with a mean of 10.00 years (SD 4.65) of competitive experience (Kinrade
et al., 2015).
Participants in the study were instructed to react to video inputs
demonstrating a joint offensive set in basketball, with either a two-choice (low-
complexity) or four-choice (high-complexity) response. Respondents described
which player was the viable option to pass to as quickly and accurately as possible.
The researchers applied the CSAI-2R's intellectual functioning anxiety subscales
and evaluations of perceived pressure to quantify the efficacy of the pressure
control (Kinrade et al., 2015).
Generally, the research demonstrated that the pressure reduced athletes’
performance decrements in response accuracy by task difficulty. There was also
considerable evidence that subjects were more nervous throughout the highly
pressurized trials and felt more tension than the low-pressure experimentations
(Kinrade et al., 2015). Rising pressure and stress influenced the decision-making
and motor performances of the subjects, which can quickly reflect on their in-game
competencies.
67
The factors of reinvestment, task complexity, and decision-making are all

affected by the pressure brought upon by the game. The players who are more
experienced can play through pressure compared to the inexperienced ones.
Motor skills are influenced by external factors which can have positive or negative
consequences. The ability of an individual to perform efficiently will be based upon
his capacity to react and adapt to particular situations, including pressure,
expectations, and preparation.
Basketball players tend to “choke” during tense situations due to a lack of
experience and preparation. In contrast, other players such as professionals or
veterans can quickly adapt to pressure-packed moments since they are more
experienced and mature than inexperienced athletes. The possibility of “choking”
can be addressed by proper preparation, which includes interventions and drills
that require the use of an athlete's physical, mental, and emotional abilities.
The research findings follow the general assumption that accuracy would
be sustained in all pressure circumstances throughout the low-complex test, with
execution challenges arising during the high-complex task. The DSRS was
considered to be a key indicator of choking, while explicit awareness had no
bearing on choking. The significant element with regards to performance deficits
under pressure was the contemplating factor of the DSRS. Additionally, these data
imply that DSRS has predictive power in classifying people who may be more
vulnerable to disturbed decision-making under pressure, assisting coaches and
trainers in detecting personal development needs. Likely, other researchers could
also use this measure in many high-pressure decision-making areas, such as
healthcare, aviation, and the military (Kinrade et al., 2015).
RRL 34
Title
Technical Training – A Fundamental Component of Sports Training in the

Basketball Game
Author
Mihaela Chicomban
Journal
Bulletin of the Transilvania University of Braşov, Romania

Published on 2009
68
Findings
Sports training materials became increasingly sophisticated as sports

performances progressed and as training methodologies for each sports branch
were developed and institutionalized. As a result of this advancement, it became
essential to match the composition of sports programs under well-defined
regulations, including those referring to the function of physical exercises and their
application in various aspects of an athlete's training (Chicomban, 2009).
The modernization of sports training programs is all addressed to the
constantly evolving demands of every sport. In basketball, the rules changes are
utilized to provide a better playing environment for the players and make the game
more competitive. The coaches' current training techniques are based on the
technical and tactical demands of the sport. Additionally, the training principles are
all updated from the new studies and experimentations conducted by experts to
simplify further the methods used to improve playing efficiency.
Presently, sports training is comprised of the following components:
technical instruction, tactical instruction, physical instruction, psychological
instruction, artistic instruction, and biological preparation for competition
(Chicomban, 2009). These training components address a player's physical,
cognitive, and emotional competencies to be prepared for future games and a
whole career. Athletes are expected to be always ready and well-prepared for
action to endure and adapt to the various demands of the game.
The strategy is influenced by the other areas of sports training, most notably
physical training. The degree of technical training an athlete undergoes is highly
dependent on his initial stage and motor competence, which dictates the
methodological parameters that should be used (Chicomban, 2009). The training
that experienced athletes receive is more complex than inexperienced ones since
their level demands more development to continue playing at a high peak.
The technical operations within every sport arise based on a variety of
aspects, including the coach and athlete developing new concepts of effective
techniques: the morpho-functional and mental characteristics of athletes that leave
their mark on the execution of a specific technical procedure, and the efficiency of
sports equipment (boards, baskets, etc.) (Chicomban, 2009). The technical
demands of basketball include the sets of plays, dribbling combinations, and
defensive formations. The given array of skills is applicable throughout the game
and can be used to take advantage of every game scenario.
According to Alexe (1993), in the modern notion of technical training,
practicing in similar or comparable situations to the actual game is essential for
assessing the impacts and effectiveness of instruction. A training environment that
is almost identical to the real one will help the quick transfer and adaptability of the
acquired skills during practice.
69
Major competitions such as World Championships and Olympic Games in

sport features more advanced technical capabilities. The field's experts are
focused on preserving or modernizing their approaches. The future belongs to
creative individuals, particularly technicians and sportsmen, who can generate
brand-new innovations. The distinctive signature of the athlete upon performing a
highly skilled technique is genuinely essential to develop new methods and
standards to succeed (Chicomban, 2009).
The benefits of technical training in learning motor skills in basketball are
crucial in modernizing the approaches to make the application process faster from
practice to the actual game. Athlete’s technical skills can be developed and
enhanced through proper preparation and instruction facilitated by the right
coaches. Specialized training is beneficial for every player to get a systematically
organized program that can hone their skills and aid their continuous development.
Finally, sporting techniques continue to evolve, constantly improving from
one step to the next and transforming in remarkable ways. As a result, researchers
are continuously exploring all possible avenues for technique (continuous)
advancement, aligning athletes' training both to the legacy of the past and the
standpoint of future requirements of sports evolution (Chicomban, 2009).
70
Conclusion
As tackled in this paper, motor control and learning concepts have significant
influences on acquiring basketball skills. Basketball is a competitive sport that employs
various locomotor and non-locomotor movements while adhering to a set of rules and
officiating. Motor control and learning are crucial in the teaching and learning of basketball
skills. Without it, the training programs and pedagogies will not work how it’s supposed to
be working.
As it connects to the game of basketball, motor control is about the efficient way
of utilizing the acquired competencies from practices and by training the physical,
cognitive, and emotional aspects of the athletes. The ability of a basketball player to use
his developed skills, such as technically and tactically, during an actual game is his way
of exhibiting his motor control capability.
In comparison, motor learning in basketball correlates to the way athletes train

consistently to enhance their current abilities and develop new sets of skills in the process.
The training programs that include drills, workouts, imagery and visualization, etc. are all
part of a collective that contributes to motor learning.
The related works of literature tackled in the paper support the fact that motor
control and learning are factors that endow the obtainment of knowledge and skills in the
game of basketball. Not just in basketball, every athlete experience the process of motor
learning and control starting from their novice status until becoming an experienced one.
Generally, basketball players must always be prepared and ready for action. The
use of different training principles along with intrinsic and extrinsic feedback would be
beneficial for their continuous growth and development.
71
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REVIEW OF RELATED LITERATURE

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