This study assessed the effects of implementing different instruction strategies on the acquisition and retention of the technique for the dribbling and shooting skill in basketball. The instruction strategies used were (a) KP (knowledge of performance), (b) knowledge of performance and results and goal setting and (c) knowledge of results and goal setting. Three groups (n=26) of children followed the practice methods and the technique was assessed in four measurement periods. Subjects participated in four exercises for each skill, three times a week for eight weeks, (testing at 4th, 8th and 10th week). A multivariate analysis of variance (3×2×4) with repeated measures on the last factor indicated that knowledge of performance improved the technique (program and parameter errors) of the simple and complex skills. Knowledge of performance and results and goal setting method also improved the technique of the skills with some delay. Information about the result and form alternatively were competing with each other in processing and participants in this group seemed to improve their result first before their technique. Knowledge of result and goal setting method improved the technique of the simple and complex skills only between the first and the third measurement period and it seems that as practice progressed, an autonomous error detection mechanism possibly developed in this group and helped the participants to learn to detect their own errors. It is important to note that only the motor program errors of this group decreased and not the parameter errors. It seems that the improvement of the technique depends on the content of information and the complexity of the skills.
|Number of pages||19|
|Journal||Journal of Human Movement Studies|
|Publication status||Published - 1999|