A comparison of the whole and the part methods in teaching basketball
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A COMPARISON OF THE WHCEE AND THE PART METHODS IN TEACHING BASKETBALL .
A P ro ject P resen ted to the F a c u lt y o f the S ch o o l of E d u c a tio n the U n i v e r s i ty o f S o u th e rn C a l i f o r n i a
In P a r tia l F u lfillm en t o f the R equirem ents f o r M aster o f S cien ce
the D egree
in E d u catio n
by . W illiam E. Z azueta J u n e 1 9 5 0 ■-
UMI Number: EP46155
All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is d ep en d en t upon th.e quality of th e copy subm itted. In the unlikely event that th e author did not sen d a com plete m anuscript and there are missing p ag es, th e s e will be noted. Also, if material had to be removed, a note will indicate the deletion.
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T h is p r o je c t report, w ri tt en under the direction of the candidate’s a dv is e r a n d a p p r o v e d by him, has been p res en te d to a n d a c c e p t e d by the F ac u lt y of the S c h o o l of E du c at io n in p a r ti a l fu lfi llm en t of the requirements f o r the de gre e of M a s t e r of Scie nce in Education.
Date
..... (£+...... .........................
Dean
TABLE OP CONTENTS CHAPTER I.
PAGE
THE PROBLEM..................................................................................
1
The p r o b l e m .............................................................................
2
.....................
2
I m p o r t a n c e o f t h e s t u d y .........................................
2
S ta te m e n t o f th e problem
D efin itio n s
of term s used
.........................................
3
P a r t m e t h o d ........................................................................
3
W h o l e m e t h o d ...................................................................
3
R elated in v e s tig a tio n s
.
.
3
K i m b a l l ’s s t u d y
.........................................................
.
5
F ra n tz 's
..............................................................
7
...................................................................
8
C ross'
study
study
....................................
O rg a n iz a tio n o f rem aining c h a p te rs II.
. . . .
GENERAL METHOD OP PROCEDURE......................................... The s e l e c t i o n
9 11
and t h e o r g a n i z a t i o n o f
th e m ethods u sed
in the experim ent
S e l e c t i o n of m ethods
. . .
..............................................
O r g a n iz a t i o n o f m ethods
..........................................
11 11 12
The s e l e c t i o n a n d e q u a t i n g o f t h e two g r o u p s ........................................................................
12
E q u a t i n g t h e g r o u p s ....................................................
13
The C l a s s i f i c a t i o n I n d e x .........................
13
D e t e r m i n i n g t h e G e n e r a l M otor C a p a c i t y ........................................................................
15
iii CHAPTER
PAGE The S a r g e n t j u m p ..................................................
15
The B u r p e e t e s t .........................................................
15
The B r a c e
17
test;
I o w a r e v i s i o n .....................
G e n e ra l' M otor C a p a c i t y
..........................
19
M o t o r Q u o t i e n t .........................................................
20
In tellig e n ce
.........................................
20
i n b a s k e t b a l l .....................
21
The w r i t t e n
Q uotient
test
.
.
S e l e c ti o n of th e fundam ental s k i l l tests
i n b a s k e t b a l l .........................
21
B a sk e tb a ll sh o o tin g t e s t
...............................
24
B a sk e tb a ll d rib b lin g
...............................
24
test
B a sk e tb a ll accuracy p assing B a s k e tb a ll b a l l hand lin g
test
. . .
25
t e s t .....................
28
The o r g a n i z a t i o n o f s q u a d s and . t h e i r p a rticip a tio n test
I n b a s k e t b a l l games
to
t e a m a b i l i t y I n a game s i t u a t i o n
.
30
The p e r i o d o f i n s t r u c t i o n ....................................
31
The m e a s u r e m e n t a n d t h e o f t h e r e s u l t s .....................
32
S u m m a r y ..................................................................................
32
in te rp retatio n
III.
ADMINISTRATION OP THE WRITTEN TEST IN THE PUNDAMENTAL SKILL TESTS AND THE GAME ABILITY T E S T .........................................................
34
The w r i t t e n t e s t i n b a s k e t b a l l
34
. . . . .
iv CHAPTER
PAGE B a s k e tb a ll fu ndam ental
sk ill
tests
. . . .
35
B a s k e t b a l l s h o o t i n g t e s t ...................................... B ask etb all d rib b lin g B ask etb all
test
throw f o r
accuracy t e s t
37
. . .
38
t e s t ..........................
39
.....................
39
.........................................
40
S q u a d c o m p e t i t i o n .........................................................
40
A ssignm ent of o f f i c i a l s
...............................
41
. ; . . . . .
41
B a s k e tb a ll b a l l h an d lin g The game a b i l i t y
test
O rg a n iz a tio n o f squads
The r e c o r d e r
.
The s c o r e k e e p e r ..............................................................
42
P o u l s d u r i n g s q u a d gam es
....................................
45
* .........................................
45
i n p a s s i n g .........................................................
45
S h o o t i n g .............................................................................
46
B r e a k d o w n o f b a s k e t s b y a r e a ...............................
46
D rib b lin g f a u l t s . . . F au lts
.
Area A
..................................................................................
Area B
..............................................................................
Area C
..............................
Area D
..............................................................................
Summary IV.
.....................
35
46 .
47 47
.
47
.........................................................
48
PERIOD OF IN S T R U C T IO N .........................................................
49
The p a r t m e t h o d ...................................................................
49
D a i l y p r o c e d u r e ..............................................................
49
CHAPTER
PAGE The two h a n d
c h e stp a s s ;push pass
. . .
50
The tw o h a n d u n d e r h a n d p a s s .....................................
50
The b a s e b a l l
p a s s ......................................................
51
The h o o k p a s s
. .
51
D rib b lin g
...................................
..................................................................
52
P i v o t i n g ............................................................................
52
Shooting s h o r t- s h o ts
53
..............................................
S h o o t i n g l o n g s h o t s .............................. In stru ctio n
53
o n . r u l e s and r e g u l a t i o n s
.
.
54
.
.
54
D a i l y p r o c e d u r e ..............................................................
55
In stru ctio n
55
T h e w h o l e m e t h o d ........................................ i
in b a sk e tb a ll
Summary ................................. V.
.
.
....................................
. . . . .
56
IMPROVEMENT SHOWN I N ADMINISTRATION OP TESTS
................................................
Second w r i t t e n t e s t R esults
in b a s k e tb a ll
of fundam ental s k i l l
B a sk e tb a ll shooting B ask etb all d rib b lin g
test test
57
. . . . .
57
. . . .
59
. . . . . . . .
59
tests
...............................
B a s k e t b a l l throw f o r a c c u r a c y t e s t
59
. . .
60
B a s k e t b a l l b a l l h a n d l i n g t e s t .........................
60
S e c o n d game a b i l i t y
t e s t . ,.
61
S q u a d c o m p e t i t i o n ........................................
61
Number o.f f o u l s
61
com m itted i n s e c o n d t e s t .
CHAPTER
PAGE F a u l t s I n d r i b b l i n g ...............................................
62
F au lts
63
com m itted i n p a s s i n g
Number o f s h o t s series
..........................
taken in the second
o f g a m e s ....................................................
63
B r e a k d o w n of. b a s k e t s made i n t h e
V I.
s e c o n d t e s t b y a r e a s .........................
64
Area A
.............................................................................
64
Area B
.............................................................................
65
Area C
..............................
66
Area D
.............................................................................
67
Summa r y ..................................................................................
67
SUMMARY CONCLUSIONS AND RECOMMENDATION
.
71
S u m m a r y ..................................................................................
71
R estatem ent of
.
t h e p r o b l e m ..........................
G eneral procedure
...............................
R e - a d m i n i s t r a t i o n and e v a l u a t i o n
. . . .
71 71
of
t e s t s .............................................................................
73
C o n c l u s i o n s ........................................................................
74
R ecom m endation
....................................................
76
.......................................................................................
78
A P P E N D I X ..................................................................................................
80
BIBLIOGRAPHY
L IS T OP TABLES TABLE , I.
PAGE
The Means a n d S t a n d a r d D e v i a t i o n s F a c t o r s Used
II.
to E quate
t h e Two G r o u p s . . .
Means a n d S t a n d a r d D e v i a t i o n s I n i t i a l W ritte n T est, T ests,
of
of th e
the Four S k i l l
a n d t h e Game A b i l i t y T e s t f o r
G r o u p A a n d G r o u p B ................................... III.
14
Means a n d S t a n d a r d D e v i a t i o n s F in a l W ritte n T est, Game A b i l i t y
of the
S k i l l T ests
T e s t f o r Groups
36
and
A and B
.
.
.
58
L IS T OP FIGURES FIGURE 1.
' ' PAGE
A rrangem ent of C h a irs
fo r B ask etb all
D r i b b l i n g T e s t ................................... 2.
C h a r t Used i n A c c u r a c y P a s s i n g T e s t ......................
3.
C h a r t U sed i n t h e B a s k e t b a l l B a l l H a n d l i n g T e s t ........................................................................
4.
26 27
29
H a l f o f B a s k e t b a l l C o u r t Show ing C h a r t w i t h A r e a s Us ed b y S c o r e K e e p e r i n t h e B a s k e t b a l l Squ a d G a m e s ............................................................................................
43
CHAPTER X THE PROBLEM The p r o b l e m o f t e a c h i n g s e v e n t h g r a d e b o y s how t o p l a y b a s k e t b a l l h as alw ays b e e n a c o n t r o v e r s i a l o n e. debated sk ills
t h a t t h e ^ a r t M e th o d e m p h a s i z e s b a s i c f u n d a m e n t a l and t h a t t h e s e
sk ills
to le a rn b a s k e tb a ll w e ll. ful that
a r e n e c e s s a r y f o r an i n d i v i d u a l
They f u r t h e r s a y t h a t a l l
c o a c h e s h a v e used t h i s m ethod t o a c h i e v e
success
the p e r f e c tio n
i s n e c e s s a r y t o mold a w i n n i n g tea m an d t h a n an i n d i v i
d u a l b e c o m e s m o re i n t e r e s t e d play i t
in
the s k i l l s
th e re are o th ers
In
t h a t have sid ed
t h e game s i t u a t i o n
s t u d e n t ’s I n t e r e s t and a t t e n t i o n
rea d ily .
to
t h a t make up t h e g a m e .
t h e Whole M e t h o d s i n c e
and t h e
I n t h e game a n d c o n t i n u e s
t h e f u t u r e when h e b e c o m e s f a i r l y p r o f i c i e n t
On t h e o t h e r h a n d , w ith
Seme h a v e
is
em phasized
i s a r o u s e d more
They h a v e f u r t h e r r e c o m m e n d e d t h a t t h i s m e t h o d i&
e s p e c i a l l y a d ap ted f o r ju n io r hig h sch o o l boys sin c e u s u a lly want to p la y b a l l
they
im m ediately w ith o u t th e n e c e s s i t y
of p r a c tic in g a s k i l l
th a t in
rela te d
I t has been f u r t h e r d eb ated t h a t the
t o t h e game.
t h e i r m inds i s
only rem o tely
s t u d e n t s w i l l l e a r n a s much a b o u t b a s k e t b a l l a n d t h e r u l e s o f b a s k e t b a l l w i t h t h e W hole M e t h o d a s w i t h T herefore,
th is
th e P a r t M ethod.
s t u d y was c o n d u c t e d t o d e t e r m i n e
the
v a l u e of t h e s e two m eth ods b y u s i n g them i n t e a c h i n g b a s k e t b a l l t o tw o c o n t r o l l e d
groups.
2 X.
THE PROBLEM
S tatem en t o f the problem .
I t was t h e p u r p o s e o f t h i s
stu d y to
(1)
t e a c h b a s k e t b a l l t o tw o e q u a t e d g r o u p s o f B7
stu d en ts
u s i n g t h e W h ole M e t h o d w i t h o n e g r o u p a n d t h e P a r t
M ethod w i t h t h e
o th er;
(2)
t o compare
ment i n
the fu ndam ental s k i l l s
groups;
(3)
ru les
the d eg ree o f im prove
of b a s k e t b a l l betw een th e
tw o
t o compare im p ro v e m e n t i n t h e k n o w led g e o f t h e
o f t h e game;
(4)
i n a game s i t u a t i o n ; te n tio n during
to compare th e a b i l i t y
and (5)
to observe the
th e p e rio d of the
Im portance o f th e s tu d y .
of the- groups
i n t e r e s t and a t
experim ent. The n e c e s s i t y f o r k n o w i n g
j u s t how t o p l a n o n e ' s p r o g r a m h a s f r e q u e n t l y b e e n e m p h a s i z e d and j u s t w hat m ethod to u se a t a p a r t i c u l a r g ra d e l e v e l has a l w a y s b e e n a n i m p o r t a n t p a r t o f o n e ’s p l a n .
Through a b e t
t e r know ledge o f t h e s e p r o b le m s , an i n s t r u c t o r
c a n p l a n a more
i n t e r e s t i n g p r o g ra m m ore e c o n o m i c a l l y a n d more e f f i c i e n . t l y . Thus,
th is
stu d y attem p ted to
f in d a p a r t i a l answ er to
the
s t a t e m e n t made b y D a v i d a n d L a w t h e r t h a t ,
"T h e re i s no con
c lu s iv e e v id e n c e a s to w h e th e r th e w hole,
p art,
p a r t method i s
t h e b e s t way t o l e a m
p h y sical a c tiv itie s .
may b e t h a t no o n e o f t h e s e t h r e e m e t h o d s i s types of a c t i v i t i e s .
"
or the w hole-
The t h i r d m e t h o d ;
ap p licab le
It
to a l l
th e w h o le - p a r t m ethod,
^ E l w o o d C. D a v i s a n d J o h n D. L a w t h e r , S u c c e s s f u l Tea c h i n g i n P h y s i c a l E d u c a t i o n (New Y o r k ; P r e n t i c e - H a 1 1 . , l D 4 ' l ) , p . 130.
3 was n o t d i s c u s s e d
in th is
II.
study.
DEFINITIONS OF TERMS USED
P a r t M ethod.
I n t h i s m ethod t h e b a s i c f u n d a m e n ta l s
o f t h e game w e r e i s o l a t e d a n d e a c h p a r t i c u l a r s k i l l w a s s e p a ra te ly p rac tic ed .
I n s t r u c t i o n was g i v e n a s t o t h e
m a n n e r o f p e r f o r m i n g a s k i l l and a f t e r t h e g r o u p was d r i l l e d
in
i t was d e m o n s t r a t e d ,
th at p a rtic u la r s k i l l.
t h e v a r i o u s wa ys t o p a s s t h e b a l l ,
correct
p iv o tin g ,
D rib b lin g ,
and a l l
types
o f s h o o t i n g were em p hasized in b a s k e t b a l l . W h o le M e t h o d . a ll
idea
team s.
T h i s g r o u p was i n g e n e r a l g i v e n a n o v e r
o f how b a s k e t b a l l was p l a y e d
and t h e n d i v i d e d i n t o
T h e s e t e a m s e n g a g e d I n o n e - c o u r t b a s k e t b a l l ga m e s a n d
the I n v e s t i g a t o r
c o n t i n u o u s l y moved a b o u t a n d d i s c u s s e d w i t h
sm a ll groups th e v a r i o u s pro b lem s w it h w hich t h a t p a r t i c u l a r g r o u p was f a c e d ,
s u c h a s how t o d r i b b l e
pass th e b a ll a g a in s t a t a l l o p p o n en t from g e t t i n g No f o r m a l d r i l l s sk ills
c o r r e c t l y , how t o
g u a r d , how t o p i v o t a n d k e e p a n
t h e b a l l away fr o m y o u ,
a n d many o t h e r s .
In fu n d a m e n ta ls were o r g a n i z e d , b u t b a s i c
were d e m o n s tr a te d and i n s t r u c t i o n g iv e n as
the p la y e rs
became f a m i l i a r w i t h t h e game. X II.
RELATED INVESTIGATIONS
S e v e ra l i n v e s t i g a t i o n s have been conducted in t h e f i e l d
of b a s k e tb a ll.
B r a c e ^ was one o f t h e p i o n e e r s i n
th is
field .
H is w ork c o n s i s t e d m a i n l y o f m e a s u r in g a c h ie v e m e n t i n p a r t i c u lar a c tiv itie s , tests
and i n 1924 he r e p o r t e d a b a t t e r y o f s i x
in b a s k e tb a ll s k i l l s .
b ask ets, a targ e t,
These t e s t s w ere ( l )
(2) d r i b b l e and s h o o t,
(3)
s i n g l e o v e rh a n d throw a t
(4) push p a s s a t t a r g e t, (5) speed p a s s ,
jump a n d r e a c h .
shooting
and (6)
These t e s t s w ere l a t e r r e v i s e d and p u b l i s h e d
i n h i s M otor A b i l i t y T e s t s . 3 Edgren^ c a r r i e d
on a n i n v e s t i g a t i o n w h e r e i n h e d e v i s e d
a b a tte ry of e ig h t s k ill tered
tests,
th ese b a s k e tb a ll s k i l l
or no e x p e rie n c e p erien ce.
H is
v a lid ate d
tests
t o s t u d e n t s who h a d l i t t l e
i n b a s k e t b a l l and t o o t h e r s
conclusions
in d icated
t h a t had had ex
th a t progress
b a l l s k i l l can b e m e a s u r e d and t h a t c l o s e betw een a b i l i t y
them , and a d m i n i s
in b a s k e t
co rre latio n
ex isted
to p la y b a s k e t b a ll and g e n e ra l a t h l e t i c
a b il
ity . Yo ung a n d M o s e r
5
conducted an e x te n s i v e e x p e rim e n t in
2
P a v i d K. B r a c e , " T e s t i n g B a s k e t b a l l T e c h n i q u e , " A m erican P h y s i c a l E d u c a tio n R eview , 2 9 ;1 5 9 - 6 5 , A p r i l , 1924. ^ D a v i d K. B r a c e , M e a s u r i n g M o t o r A b i l i t y , (Hew Y o r k : H. S . B a r n e s a n d Company, 1 9 3 0 ) , p . 7 7 . ^ H. D. E d g r e n , "An E x p e r i m e n t i n t h e T e s t i n g o f A b i l i t y and P ro g re s s in B a s k e t b a l l ," R esearch Q u a r te r l y of th e A m e ric an P h y s i c a l E d u c a t i o n A s s o c i a t i o n , 3 : 1 5 8 - 7 1 , M arch, 1932. ' 5
G e n e v i e v e You ng a n d H e l e n M o s e r , "A S h o r t B a t t e r y o f T e s t s t o M e a s u r e P l a y i n g A b i l i t y i n Women’ s B a s k e t b a l l , " R e s e a rc h Q u a r t e r l y of t h e A m erican P h y s i c a l E d u c a ti o n A s s o c i a t i o n , 5: -23, May, 1 9 3 4 .
th e m easurem ent o f b a s k e t b a l l p la y in g a b i l i t y use of t h i r t y - s i x
tests
be used as a b a t t e r y b a ll.
through the
o u t of w hich th e y s e l e c t e d
in m easuring p la y in g a b i l i t y
fiv e
to
in b a s k e t
The c o e f f i c i e n t o f c o r r e l a t i o n b e t w e e n t h e b a t t e r y
s c o re and t h e r a t i n g s Xn a d d i t i o n
up o n w h i c h
j u d g e s a g r e e d was . 8 5 9 .
t o i n v e s t i g a t o r s who s e t up t e s t s
b ask etb all a b il i ti e s , who g a v e e v i d e n c e
three
t h e r e were o t h e r s
th at
tests
ure fu ndam ental a b i l i t i e s
such as J .
for
M. B e r r y ®
c o u ld be depended upon t o m eas
and s k i l l s
a p p li c a b l e to s p e c i f i c age l e v e l s ,
a n d who s e t up n o r m s
a n d Sh w artz*'’ who p r e s e n t
ed f u r t h e r e v i d e n c e o f t h e p o s s i b i l i t y o f t e s t i n g a b i l i t y
in
b a sk etb a ll s k ills . In v estig a tio n s teach in g b a s k e tb a ll, in v estig atio n s
d e a l i n g s p e c i f i c a l l y w i t h m ethods o f h o w e v e r , a r e much m o re l i m i t e d .
clo sely re la te d
to t h i s
Three
experim ent a r e d i s
cussed in th e fo llo w in g p a ra g ra p h s . K im b a ll's s t u d y .
E d w i n R. Kum ball® c o n d u c t e d a s t u d y
0
J . M. B e r r y , " T h e D e v e l o p m e n t a n d V a l i d i t y o f a B a t t e r y o f A c h iev e m e n t T e s t s in P h y s i c a l E d u c a t i o n , " (Unpub lis h e d M a s te r's T h e sis, U n iv e rs ity of S outhern C a lif o r n ia , Los A n g e l e s , C a l i f o r n i a , 1 9 3 2 ) . 7 H e l e n A. S c h w a r t z , " K n o w l e d g e a n d A c h i e v e m e n t T e s t s i n G i r l ' s B a s k e t b a l l on t h e S e n i o r H i g h S c h o o l L e v e l , " ( U n p u b lish e d M a s te r's T h e sis, U n iv e r s ity of S o u th ern C a li f o r n ia , Los A n g e l e s , C a l i f o r n i a , 1 9 3 6 ) . ® E d w i n R. K i m b a l l , "A C o m p a r a t i v e S t u d y o f t h e W h ole a n d P a r t M e t h o d of. T e a c h i n g B a s k e t b a l l F u n d a m e n t a l s , " ( U n p u b lis h e d M a s te r's T h e s is , U n i v e r s i ty of S o u th ern C a l i f o r n i a , Los A n g e l e s , C a l i f o r n i a , A u g u s t , 1 9 3 4 ) .
6 t o d e t e r m i n e w h e t h e r t h e w h o l e m e t h o d o r t h e p a r t m e t h o d was of g r e a t e r v a lu e in
te a c h in g b a s k e t b a l l to s e n io r h ig h sc h o o l
boys.
t h e m a n n e r i n w h i c h t h e w h o l e m e t h o d was
He d e s c r i b e d
tau g h t in h is
experim ent.
I n t h i s m e t h o d a l l p r a c t i c e was d o n e i n t e a m s . The p r a c t i c e c o n s i s t e d o f scrim m age b e tw e e n te a m s . A l l mem b e r s o f the g r o u p w e re t o l d t h a t i n t h e end t h e y w o u ld b e t e s t e d on t h e t w o - h a n d s h o t , o n e - h a n d p u s h s h o t , two h a n d , u n d e r-h a n d s h o t a t f o u l l i n e , fo o tw o rk , and th e push p a s s . Ho d e f i n i t e d e s c r i p t i o n s o r i n s t r u c t i o n s w e r e e v e r g i v e n on t h e e x a c t m e t h o d s o f e x e c u t i n g t h e s e f u n d a m entals. ’ Time o u t ' was t a k e n o n l y t o g i v e i n s t r u c t i o n on s y s t e m a t i c t e a m p l a y a i d s t r a t e g y . 9 The p a r t m e t h o d was c o n d u c t e d b y K i m b a l l a s f o l l o w s : As i n d i c a t e d b y t h e t i t l e , t h e p r o c e d u r e i n t h i s m e t h od i s t o l e a r n e a c h f u n d a m e n t a l s e p a r a t e l y . T h is i s done through m in u te i n s t r u c t i o n and p r a c t i c e o f a l l p h a se s o f each fu n d a m e n ta l. The p r o c e d u r e i n t h i s m e t h o d w e n t through the fo llo w in g s ta g e s : m o tiv a tio n , a n a ly s is of fundam ental te c h n iq u e s , p r a c t i c e of fundam entals se p a r a t e l y , com bining o f fu n d a m e n ta ls i n t o d r i l l s , and use o f f u n d a m e n t a l s i n g a m e s . 10 The g r o u p w a s now d i v i d e d equal a b ili ty .
in to
team s o f c o m p a r a t i v e l y
The p r o c e d u r e was now s i m i l a r t o t h a t u s e d t h e W h o le M e t h o d ; t h a t i s , t h i s p r o c e d u r e was the l a s t h a l f of each p e rio d . They c o n t i n u e d com bination d r i l l s f o r o n e -h a lf a p e rio d each
throughout used d u rin g to p ra c tic e d a y .H
K i m b a l l ’s c o n c l u s i o n s were p r e d o m i n a n t l y in f a v o r o f
9 I b i d * > P* 4 2 . 1 0 I b i d . . P* 4 5 . 11 I b i d . ,
p. 60.
th e p a r t m ethod. In the e x e c u tio n
He c o n c l u d e d
t h a t a l l a ro u n d Im provem ent
o f f u n d a m e n t a l s was much f a s t e r w h e n t h e
p a r t m e t h o d was u s e d , t h a t a b i l i t y
t o make s h o r t s h o t s
could
be d e v e lo p e d r a p i d l y th ro u g h th e use o f th e p a r t m ethod, a b ility
th at
t o make l o n g s h o t s was a l m o s t f o u r t i m e s a s g r e a t b y
t h e use o f th e p a r t m etho d ,
th at
t h e i m p r o v e m e n t made i n a c
c u r a c y p a s s i n g d i d n o t g iv e t h e p a r t m ethod as g r e a t a m a rg in a s some o f t h e o t h e r s , b u t be s ig n if ic a n t,
t h a t i t was s t i l l g r e a t enough
to
a n d t h a t t h e e x p e r i m e n t c l e a r l y sh o w e d g r e a t
e r e f f i c i e n c y f o r t h e p a r t m ethod i n t e a c h i n g t h e fu n d a m e n t als
of b a s k e tb a ll. F ra n tz ’s s tu d y .
E d w a r d A. F r a n t z ^ ^
conducted a s tu d y
somewhat s i m i l a r t o K i m b a l l ’s w i t h h i g h s c h o o l b o y s . m ethod, d rills
th e group r e c e iv e d and a i d s
t r a i n i n g by the use of s p e c i f i c
in p a ss in g , d r ib b lin g ,
and d e f e n s i v e p l a y .
I n one
sh o o tin g ,
p iv o tin g ,
The s e c o n d m e t h o d c o n s i s t e d o f t r a i n i n g
by d e s c r ip tio n ,
personal c ritic ism ,
cip atio n
above m en tio n ed fu n d a m e n ta l a c t i v i t i e s
in the
and u n r e s t r i c t e d
p a rti of
b a sk etb a ll. F r a n t z f a v o r e d t h e f i r s t m ethod w hich c o rr e s p o n d e d w i t h t h e p a r t m ethod In K i m b a l l ’s s t u d y .
12
He r e c o m m e n d e d ,
E d w a r d A. F r a n t z , " T h e R e l a t i v e V a l u e s o f Two S e l e c t e d M e t h o d s o f T e a c h i n g B a s k e t b a l l f u n d a m e n t a l s , 1' ( U n p u b l i s h e d M a s t e r 's T h e s i s , U n i v e r s i t y of S o u th e r n C a l i f o r n i a , Los A n g e l e s , C a l i f o r n i a , N ovem ber, 1 9 3 9 ) .
I.
8 . . . t h a t a l l b e g i n n e r s , t h a t i s t h o s e who h a v e h a d l i t t l e o r no b a s k e t b a l l e x p e r ie n c e , be ta u g h t by th e proposed d r i l l s o r s im ila r d r i l l s in o rd e r t h a t h a b its w h i c h a r e f u n d a m e n t a l l y s o u n d may b e e s t a b l i s h e d a n d h a b i t s w h i c h a r e b a d may b e e l i m i n a t e d a t t h e o u t s e t o f t r a i n i n g . w13 Cross 1 s t u d y . th re e m ethods,
Thomas J . C r o s s ^
th e w hole m eth o d ,
th e w h o le - p a r t m ethod.
experim ented w ith
t h e m i n o r game m e t h o d a n d
The w h o l e - p a r t m e t h o d c o r r e s p o n d e d
to t h e p a r t m ethod i n t h e
two p r e v i o u s
stu d ies.
The p r o c e d u r e u s e d i n t e a c h i n g t h e w h o l e m e t h o d was to g i v e t h e g r o u p a b a s k e t b a l l a n d l e t them p l a y t h e game. I n t h e s e c o n d g r o u p , t h e m i n o r game m e t h o d was u se d b y p l a y i n g games s u c h a s i n d o o r b a s e b a l l , d o d g e b a l l , v o l l e y b a l l , a n d r e l a y games i n t h e g y m n a s i u m cla sses. T h e s e games w e r e u s e d t o b u i l d up c e r t a i n f u n d a m e n t a l s k i l l s w h i c h i t was b e l i e v e d w o u l d b e c a r rie d over in to b a s k e tb a ll. In th e t h i r d g ro u p , the w h o l e - p a r t m eth o d was u s e d b y d i v i d i n g b a s k e t b a l l I n t o the fundam ental s k i l l s . u Cross
concluded th a t:;
1. The s i m p l e r u n i t a r y s k i l l s ( v i s u a l and hand c o o r d i n a t io n of c a tc h in g b a l l , m uscle c o o rd in a tio n o f p a s s i n g b a l l , and c h a n g in g fro m c a t c h to th ro w ) a re b e s t t a u g h t by t h e w hole m ethod. 2. The m o s t c o m p l e x s k i l l s a n d t h o s e t h a t a r e i n t e l l e c t u a l l y com plex as w e l l as co m p lex fro m a m o to r p o i n t o f view (m u s c u la r c o o r d i n a t i o n o f h a n d l i n g b a l l , s t o p p i n g and g r a s p i n g b a l l , s k i l l in s h o o t i n g , v i s u a l and hand 15 I b i d . , p .
92.
Thomas J . C r o s s , 11A C o m p a r i s o n o f t h e W h o le M e t h o d , t h e M i n o r Game M e t h o d , a n d t h e W h ole P a r t M e th o d o f T e a c h i n g B a s k e t b a l l t o N i n t h - G r a d e B o y s , " The R e s e a r c h Q u a r t e r l y o f t h e A m erican A s s o c i a t i o n f o r H e a l t h and P h y s i c a l E d u c a t i o n , 8 :4 9 - 5 4 , D ecem ber, 1937. 15 I b i d . , p .
49.
9 c o o rd in a tio n o f d r i b b le , m uscular c o o rd in a tio n o f f e e t , and a b i l i t y t o s t a r t a n d s t o p ) a r e b e s t t a u g h t b y t h e w h o l e - p a r t m ethod. 3. S k i l l s o f i n t e r m e d i a t e d e g r e e o f c o m p l e x i t y an d o n e s w h ic h a r e e a s i l y c a r r i e d o v e r fro m s i m p l e r games i n i d e n t i c a l form (su c h a s p i v o t i n g , change from c a t c h to t h r o w , a b i l i t y t o s t a r t a n d s t o p , a n d a b i l i t y t o ju m p ) a r e b e s t t a u g h t b y t h e m i n o r game m e t h o d . 16 IV .
ORGANIZATION OF REMAINING CHAPTERS
C h ap ter I I experim ent.
o u tlin es
the g e n e ra l procedure
The c h a p t e r i s
subdivided in to
th e m ethods used i n th e s t u d y , m ethods,
the s e l e c t i o n
the e x p erim e n t, of th e
of the
the
th e e q u a tin g o f the
fundam ental s k i l l
tests
tio n ,
two g r o u p s ,
the w r i t t e n
t e s t in b a s k e tb a ll,
f o u r b a s i c fundam ental s k i l l z a t i o n and p a r t i c i p a t i o n d eterm ine t h e i r a b i l i t i e s
54
of the r e s u l t s .
the a d m in is tra tio n
tests
in b a s k e tb a ll,
of the the o rg a n i
t h e s q u a d games t o
i n a game s i t u a t i o n ,
C h a p t e r IV d i s c u s s e s
I b id ., p.
th e o rg a n iz a tio n
th e prim ary a d m in is tr a tio n of
of b o th groups in
o b ta in e d from th e s e i n i t i a l
the s e le c tio n
the p e rio d o f i n s t r u c
and th e m easurem ent and i n t e r p r e t a t i o n in co rp o rates
in
i n b a s k e t b a l l ga m e s s o a s t o
i n a game s i t u a t i o n ,
C h ap ter I I I
of
of th ese
th at p a rtic ip a te d
in b a s k e tb a ll,
of squads and t h e i r p a r t i c i p a t i o n t e s t team a b i l i t y
the s e le c tio n
o rg an izatio n
two g r o u p s
used in t h i s
and t h e r e s u l t s
tests. th e th ird ' phase o f the stu d y ,
10 i.e.,
the a c t u a l te a ch in g p ro ced u res
used w ith b o th g r o u p s .
C h ap ter V d e a ls w ith th e second a d m in is tr a tio n w ritten
test
in b a s k e t b a ll ,
th e r e - a d m i n i s t r a t i o n o f the f o u r
b a s ic fu n d am en tal s k i l l . t e s t s ,
the p a r t i c i p a t i o n
g ro u p s f o r t h e s e c o n d tim e i n th e sq u ad gam es, o b ta in e d from th e s e
te sts,
w ith th o se of the f i r s t
the
series
of both
the r e s u l t s
com parison of t h e s e r e s u l t s of t e s ts ,
a n y i m p r o v e m e n t a t t a i n e d , -and t h e tic al
of the
th e observance of
c o m p u ta tio n of t h e s t a t i s
s i g n i f i c a n c e o f any im provem ent. C h a p t e r VX i s
composed o f t h e r e s t a t e m e n t o f t h e p r o b
l e m a n d a sum m ary o f t h e p r o c e d u r e . clu sio n s
are
th an g i v e n , b a s e d upon t h e
e x p e rim e n t and r e c o r d e d in conclusions fu rn is h conclude
The i n v e s t i g a t o r ’ s c o n
the stu d y .
e v id e n c e found in
the p re c e e d in g c h a p te r s .
the b a s is
the
These
f o r th e recom m endations w hich
CHAPTER I I GENERAL METHOD OP PROCEDURE T his c h a p te r em phasises attem pt
in an
^’o r t h i s
purpose the
c h a p t e r was s u b - d i v i d e d
the fo llo w in g s e c tio n s . 1.
used in
The s e l e c t i o n
and th e o r g a n i z a t i o n o f th e m ethods
the e x p erim en t. 2.
The s e l e c t i o n a n d e q u a t i n g o f t h e two g r o u p s
p a r tic ip a te d in the
ity
u tilize d
to s e c u re a p a r t i a l answ er to th e problem d is c u s s e d
in C h ap ter I . in to
the p ro c e d u re s
th at
experim ent.
3.
The w r i t t e n
test
4.
The s e l e c t i o n
5.
The o r g a n i z a t i o n
in b a s k e t b a l l .
o f the fundam ental s k i l l
tests.
o f s q u a d s an d t h e t e s t f o r a b i l
i n a game s i t u a t i o n . 6.
The p e r i o d
7.
The m e a s u r e m e n t . a n d I.
of in s tru c tio n . the i n t e r p r e t a t i o n
of re s u lts .
THE SELECTION AND THE ORGANIZATION
OP THE METHODS USED IN THE EXPERIMENT S e le c tio n of m ethods. b a ll, the
T e a c h in g m ethods u sed in b a s k e t
i n th e j u n i o r and s e n i o r h ig h s c h o o l s , have v a r i e d from
c h eck in g o u t of equip m ent and a llo w in g s t u d e n ts to p l a y
w ith l i t t l e
o r n o s u p e r v i s i o n , , t o t h e h i g h l y o r g a n i z e d and
f o r m a l m ethod of l e c t u r i n g
on m i n u t e d e t a i l s
o f how t o h a n d l e
12 a b a s k e t b a l l and t h e d r i l l i n g
of the
fu n d am en tals of the
game. In
o r d e r t o m ake t h i s
s tu d y as p r a c t i c a l as p o s s i b l e
two m e t h o d s w e r e s e l e c t e d a s b e i n g t h e m o s t p o p u l a r w i t h p h y s i c a l e d u c a t i o n m en,
a c c o r d in g .to a consensus
of the i n
s t r u c t o r s a t J o r d a n High S c h o o l , w h ic h c o n s i s t e d o f f o u r fu ll-tim e
in stru cto rs
a n d two p a r t - t i m e
two m e t h o d s a r e r e f e r r e d
in
th is
in stru cto rs.
study as
These
t h e W h o le M e t h o d
•*
FIGURE 4 HALF. OP BASKETBALL COURT SHOWING CHART WITH AREAS USED BY SCORE KEEPER IN THE BASKETBALL SQUAD GAMES
44 W ith t h i s ages
in fo rm atio n ,
G riffith p lo tted
the v a ry in g p e r c e n t
o f s u c c e s s o f men t h r o w i n g a t t h e b a s k e t i n t h e
a t o p o g r a p h i c map w h e r e t h e l i n e s
re p re se n t areas
form o f
on t h e f l o o r
a l o n g w h i c h o n e m i g h t r e a s o n a b l y e x p e c t t h e same p e r c e n t a g e success
in sh o o tin g . The s c o r e k e e p e r was i n s t r u c t e d
of every sho t
en tire
If
court area
t h e b a s k e t was m a d e ,
c irc le .
In
c h a r t which c o r r e s
f r o m w h e r e t h e s h o t was
the score keeper f i l l e d
t h i s m a n n e r t h e i n v e s t i g a t o r was a b l e
se e from w hich a r e a s k e t s made a i d
to d r a w a s m a ll c i r c l e
t a k e n a t t h a t p o i n t on t h e
ponded to th e b a s k e t b a l l taken.
of
the s h o ts w ere t a k e n ,
th e number of a t t e m p t s ,
In the to
the number o f b a s
and t h e a r e a s
from w hich
the b a s k e t s w ere m ade. The i n v e s t i g a t o r r e a l i z e d a ssista n ts
th a t th e s e n io r high sc h o o l
la c k e d t h e e x p e r i e n c e and th e know ledge n e c e s s a r y
to s u c c e s s f u lly in recording
the
w ere d e f i n i t e l y
c o n d u c t su c h an e x p e r i m e n t a s f o u l s and th e f a u l t s in co rp o rated
th is.
E rrors
i n p a s s i n g and d r i b b l i n g
in the fin d in g s .
However, th e
i n v e s t i g a t o r was n o t a s c o n c e r n e d a b o u t t h e e x a c t n e s s o f t h i s phase of th e
s tu d y as in t h e Im provem ent o f b o th g ro u p s .
i n v e s t i g a t o r assum ed t h a t b y k e e p i n g t h e a s s i s t a n t s
The
on t h e same
c o u r t a n d w i t h t h e same a s s i g n m e n t t h a t e r r o r s d u r i n g t h e p r i m ary t e s t and th e f i n a l would te n d
t e s t would t e n d
to o f f s e t each o t h e r .
t o b e t h e same a n d
I n a d d i t i o n an a t t e m p t was
made t o s c h e d u l e t h e s q u a d g a m e s s o t h a t e a c h s q u a d p l a y e d
45 e v e r y game on a d i f f e r e n t I n t h i s m anner,
co u rt,
if
i t was a t a l l p o s s i b l e .
theyw ere e v a lu a te d by d i f f e r e n t
p r a c t i c a l l y every tim e.
F urtherm ore,
e a c h s q u a d was s c h e d u l e d
t o r e p l a y t h e i r games d u r i n g t h e s e c o n d s e r i e s a ctly
of
t e s t s on ex
t h e same c o u r t s a s b e f o r e . F o u ls d u r in g squad gam es.
b a s k e t b a l l games e a c h s q u a d i n o f 1 5 . 7 f o u l s p e r ga m e . was 4 . 3 8 f o u l d .
of
The s t a n d a r d d e v i a t i o n f o r G rou p A
of 5 .5 .
The d i f f e r e n c e was
sig n ific an t. fa .u lts.
Both g ro u p s w ere a l s o v e r y s i m i l a r
th e number of tim e s t h a t
t h e i r squads were re c o rd e d w ith a
”b a d - d r i b b l e H a g a i n s t them d u r i n g t h e f i r s t s e r i e s co m p etitio n in b a s k e t b a ll .
Group
d r i b b l e s ” com m itted by each squad stan d ard d e v ia tio n d rib b le s"
series
G ro u p B h a d a mean o f 1 5 . 2 5 f o u l d p e r s q u a d
not s ta tis tic a lly D rib b lin g
D uring the f i r s t
G roup A c o m m i t t e d a n a v e r a g e
p e r game a n d a s t a n d a r d d e v i a t i o n
in
o fficials
of 7 .8 3 .
A h a d a mean
of
of squad 1 6 . 5 6 ttb a d -
d u r i n g each game, and a
G r o u p B h a d a m ean o f 1 7 . 7 8 nb a d -
r e c o r d e d a g a i n s t e a c h s q u a d p e r game a n d a s t a n d a r d
d e v ia tio n of 6 .9 9 .
The d i f f e r e n c e was n o t s t a t i s t i c a l l y
sig
n ific an t. F au lts a lso recorded. failu res d ev iatio n
i n pa s s i n g .
The n u m b e r o f u b a d - p a s s e s w e r e
F o r t h e s q u a d s i n G r o u p A,
to p a ss th e b a l l of 5 .4 3 .
t h e mean num ber o f
c o r r e c t l y was 1 4 . 1 3 w i t h a s t a n d a r d
F o r t h e q q u ad s i n Group B,
th e mean f o r
46 rtb a d - p a s s e s n was 1 3 . 6 5 w i t h a s t a n d a r d d e v i a t i o n The d i f f e r e n c e w a s n o t s t a t i s t i c a l l y S hooting.
sig n ific an t.
T h e n u m b e r o f s h o t s t a k e n a n d s h o t s made
w ere r e c o r d e d so as b ask ets.
of 4 .7 4 .
to d e te rm in e th e p e r c e n ta g e o f s u c c e s s f u l
G roup A had a mean o f 2 2 . 6 5 a t t e m p t s b y e a c h sq u a d
i n e a c h game w i t h a s t a n d a r d d e v i a t i o n o f 8 . 5 . te m p te d more s h o t s w ith
a mean o f 2 7 . 6 s h o t s
Gr 0 u p B a t
t a k e n b y ea ch
s q u a d p e r game w i t h a s t a n d a r d d e v i a t i o n
of 1 3 .3 .
However,
even t h o u g h Group B a t t e m p t e d m ore s h o t s
t h e y w ere no more
s u c c e s s f u l t h a n G r o u p A who s c o r e d a m e a n o f 5 . 6 6 b a s k e t s b y each squad
i n e a c h game w i t h a s t a n d a r d d e v i a t i o n
of 3 .1 2 ,
w h i l e G ro u p B s c o r e d a m ea n o f 5 . 4 b a s k e t s p e r s q u a d p e r game w ith a s ta n d a rd sta tistic a lly
d ev iatio n
of 3 .5 8 .
The d i f f e r e n c e was n o t
sig n ific an t.
IV .
BREAKDOWN OP BASKETS BY AREAS
O ther i n t e r e s t i n g
o b s e r v a t i o n s w ere
b a s k e t s made f r o m t h e v a r i o u s a r e a s . a r e f a r t h e r from t h e b a s k e t , b a s k e t from t h e s e a r e a s , ly under the b a s k e t.
it
the p e r c e n ta g e
S i n c e a r e a s B, C,
i s more d i f f i c u l t
illu stra te d
and D
t o make a
t h a n f r o m a r e a A, w h i c h i s
T h is i s
of
im m ediate
in F ig u re 4, page
43. A r e a A.
Group A a t t e m p t e d 7 4 1 s h o t s
from a r e a
A and
c o m p l e t e d two h u n d r e d a n d f o u r o f t h e m f o r a p e r c e n t a g e
score
47 of 2 7 .5 p e r c e n t. cent of a l l
These b a s k e t s a c c o u n te d f o r e ig h t y - tw o p e r
t h e b a s k e t s made b y t h i s g r o u p .
ed o n e h u n d r e d a n d e i g h t y - o n e
o u t o f 757 a t t e m p t s
centage sc o re o f 2 3 .9 p e r c e n t. e ig h ty -sev en p e r cent of a l l Area B.
t h e b a s k e t s made b y t h i s g r o u p .
Group A a t t e m p t e d 174 s h o t s
The s h o t s made f r o m t h i s a r e a
cent of a ll
t h e b a s k e t s made b y t h i s
fo r a score
fro m a r e a B and of f i f t e e n
acco u n ted group.
222 s h o t s fro m a r e a B a n d s u c c e s s f u l l y baskets
for a p e r
These b a s k e t s a c c o u n te d f o r
made t w e n t y - s e v e n o f t h e m f o r a p e r c e n t a g e h alf.
Group B c o m p l e t
and a
fo r elev en p er
G ro up B a t t e m p t e d
com pleted
tw enty-one
o f n i n e and a h a l f p e r c e n t .
The s h o t s
made a c c o u n t e d f o r t e n p e r c e n t o f t h e b a s k e t s made b y G r o u p B. A r e a C.
Group A t r i e d n i n e t y - t w o s h o t s fro m a r e a C and
com pleted te n a tte m p ts cen t.
fo r a score
o f t e n and n i n e
These b a s k e ts a c c o u n te d f o r fo u r p e r c e n t o f the
n u m b e r o f b a s k e t s - made b y Group A , th ree
to ta l
Group B a t t e m p t e d f i f t y -
s h o t s from a re a C and su c c e e d e d w ith f o u r f o r a s c o re
o f s e v e n and a h a l f p e r little
tenths per
cen t.
T h e s e s h o t s made u p o n l y a
m o r e t h a n two p e r c e n t o f a l l
t h e b a s k e t s m ade b y
G r o u p B. A rea D.
Group A was s u c c e s s f u l w i t h s i x b a s k e t s
of fif ty - tw o attem p ts
from a r e a D f o r a p e r c e n t a g e
e l e v e n and one t e n t h ,
w hich a c c o u n te d f o r
out
score of
th ree p e r cent of
48 a ll
the b a sk e ts by th is
group.
s ix a ttem p ts a t the b a sk e ts o ne f o r a s c o r e less
Group B gam bled w i t h f o r t y -
from t h i s
area b u t scored
o f two a n d tw o t e n t h p e r c e n t .
th a n one p e r c e n t o f a l l
of the s u c c e s s fu l
only
T h i s s h o t was sh o ts by
G rou p B . V. T his c h a p t e r
SUMMARY
considered
the e s ta b lis h m e n t of a s t a t i s
t i c a l s t a r t i n g p o in t f o r the b a s ic k e tb a ll;
sh o o tin g , d rib b lin g ,
through th e a d m i n i s t r a t io n to d e te rm in e
fu ndam ental s k i l l s
passin g ,
of t e s t s .
of b a s
and b a l l h a n d l i n g , A w ritten
t h e i r know ledge o f th e r u l e s
b a s k e t b a l l and b o th g ro u p s p a r t i c i p a t e d
t e s t was g i v e n
and r e g u l a t i o n s
of
i n s q u a d gam es w i t h i n
t h e i r own g r o u p t o d e t e r m i n e t h e i r a b i l i t y a s a g r o u p i n a game s i t u a t i o n .
No s t a t i s t i c a l l y
s i g n i f i c a n t d i f f e r e n c e s were
f ound. A fter
estab lish in g
th e experim ent proceeded w hich w i l l b e d i s c u s s e d tin g p o in ts are provem ent.
these in to
sta tistic a l
the a c t u a l
in th e fo llo w in g
l a t e r used f o r
s ta rtin g p o in ts,
in s tru c tio n a l p erio d , chapter.
These s t a r
the p urpose o f d e te rm in in g
im
CHAPTER XV PERIOD OP INSTRUCTION The t h i r d
phase
o f the experim ent c o n s is te d
actu al
te a c h in g p ro c e d u re s used w ith
sta te d
i n C h apter I ,
to d e te rm in e
th is
of
t h e two g r o u p s .
the a b i l i t y
b ask etb all,
im provem ent in t h e know ledge of th e r u l e s
reg u la tio n s
of b a s k e tb a ll,
to p la y and
and t o d e t e r m i n e b y w h ic h m ethod
a g r o u p o f B7 s t u d e n t s w o u l d i m p r o v e t h e m o s t . for
As
e x p e r i m e n t was c o n d u c t e d p r i m a r i l y
th e amount o f im provem ent i n
ods s e l e c t e d
the
The t w o m e t h
t h e e x p e r i m e n t w e r e t h e P a r t M e th o d a n d t h e
W h o le M e t h o d .
The t e a c h i n g p e r i o d d u r i n g w h i c h t h e s e m e t h o d s
w ere used w ith
th e ir resp ec tiv e I.
The f i r s t sisted
c la ss period
ical
i n p h y s i c a l e d u c a tio n w hich con
G roup A, was s e l e c t e d
b y t h e P a r t M ethod. p erio d ,
THE PART METHOD
o f n i n e t y - e i g h t B7 b o y s ,
study as
A fte r the
G r o u p A was r e o r g a n i z e d
o rd e r so as
school stu d e n ts,
g r o u p s was f o u r w e e k s .
to f a c i l i t a t e
otherw ise r e f e r r e d
to in th is
t o l e a r n how t o p l a y b a s k e t b a l l c o m p le tio n of the f i r s t in to
e ig h t squads
ro ll-c all.
testin g
in a lp h a b e t
Two s e n i o r h i g h
known a s s q u a d i n s t r u c t o r s , w e r e a s s i g n e d
to
each squad. Da i l y p r o c e d u r e .
The g r o u p w o u l d l i n e
and t h e i r squad i n s t r u c t o r s
would c a l l r o l l .
up i n s q u a d s The i n v e s t i g a t o r
50 would th e n c o n d u c t a num ber o f warm-up e x e r c i s e s , he w ould d i s c u s s
th e type of d r i l l s
conducted t h a t day as w e ll a s the in r e l a t i o n
t h a t were g o in g t o be
im portance
to the b a s ic fundam ental s k i l l s
t o t h e game o f b a s k e t b a l l a s a w h o l e . moved t o t h e i r r e s p e c t i v e
areas
a f t e r w hich
of th ese d r i l l s o f b a s k e t b a l l and
The s q u a d s w e r e t h e n
on t h e b a s k e t b a l l f l o o r a n d
e a c h d r i l l was f i r s t d i s c u s s e d b y t h e i n v e s t i g a t o r , s t r a t e d by the i n v e s t i g a t o r , e rs w ith by the
in stru ctio n s
squads as th e
and h e l p e d
d e m o n stra te d by the
from t h e i n v e s t i g a t o r ,
to h o ld the b a l l w ith
c h e st f o r the
fo rw ard w ith
the f in g e r and
tw o-hand push p a s s .
order to
liv e red
The g r o u p was i n tip s,
w ith the
the b a l l h e ld c lo s e
The b a l l was p u s h e d
in crease
th e re c e iv e r
th e speed of the p a s s ,
ch est hig h .
t h e b a l l was d e
s i m u l t a n e o u s l y w i t h a f o r w a r d movement o f t h e u p p e r
p a r t o f th e body and a forw ard lunge w ith e i t h e r f o o t. f o r w a r d f o o t was t h e n u s e d after
to
a s u d d e n p u s h o f t h e arms and h a n d s and w i t h a
sn ap o f t h e w r i s t and d e l i v e r e d a t In
and p r a c t i c e d
c o r r e c t th e v a r i o u s m ovem ents.
thum b s l i g h t l y b a c k o f t h e b a l l , the
squad l e a d
squad l e a d e r s and i n v e s t i g a t o r o b serv ed
The tw o h a n d c h e s t p a s s ; p u s h p a s s . stru c te d
demon
to sto p
t h e b a l l was d e l i v e r e d .
The
th e movement o f t h e b o d y
T h i s same p a s s w a s a l s o p r a c
tic e d as a bounce p a s s . The two h a n d u n d e r h a n d p a s s .
The tw o h a n d u n d e r h a n d
51 p a s s was d e l i v e r e d The h a l l was w ith
e i t h e r from t h e r i g h t o r th e
held c lo se to e i t h e r
th e o p p o site sh o u ld e r held
rec tio n
of the t a r g e t .
d eliv ery
to th e
sid e.
the r i g h t o r t h e l e f t h ip
low a n d p o i n t i n g
in the
d i
The b a l l was p r o p e l e d b y a p e n d u l u m
sw ing o f t h e aim s and a f i n a l was a d d e d
left
snap of th e w r i s t .
Em phasis
d e liv e r y by step p in g in th e d ir e c tio n
of
and c h a n g in g th e w e i g h t fro m t h e r e a r f o o t t o th e
f r o n t f o o t s i m u l t a n e o u s w i t h t h e m o v e m e n t o f t h e 'a r m s . The b a s e b a l l p a s s .
The b a l l was h e l d
t h e b a s e b a l l p a s s and throw n as
if
a r m was b r o u g h t b a c k w i t h t h e b a l l
i n one h a n d f o r
throvfing a b a s e b a l l .
The
c lo s e to th e e a r .
The d e
l i v e r y was m ade w i t h a f o r w a r d m o v e m e n t o f t h e b o y d ,
a change
of w e ig h t from t h e r e a r
to th e f r o n t f o o t ,
a d e fin ite
ward sw ing o f t h e o p p o s i t e arm and s h o u l d e r , o f the
u p p e r p a r t o f the body,
back
a forw ard le a n
and a f o r w a r d e x t e n s i o n o f th e
arm , p o i n t i n g a t t h e t a r g e t a f t e r
the b a l l
leaves
th e hand.
The one h a n d
b o u n c e p a s s was a l s o
p ractic ed
i n t h e same m an
n e r but w ith
b a ll not n e ce ssa rily
b r o u g h t up a s h ig h
A f t e r t h e g r o u p had become f a m i l i a r w i t h t h i s p a s s ,
as b efo re.
they p r a c
t i c e d p a s s i n g t h e b a l l w i t h e i t h e r hand and from a num ber o f p o sitio n s
using s l i g h t v a r ia tio n s .
The h o o k p a s s .
In th e hook p a s s ,
t h e b a l l was d e l i v
e r e d f r o m a w i d e s t a n c e , a n d t h e d e l i v e r y a r m was h o o k e d s i d e w ard and o v e rh e a d w i t h t h e b a l l l e a v i n g t h e hand j u s t a b o u t
52 o v e r o n e ’s head and w i t h a sn a p o f th e w r i s t . b e n t sidew ard w ith rec tio n
the w eig h t g r a d u a lly
of the t a r g e t.
moved i n
D rib b lin g .
the body
a n d t h e w e i g h t was moved t o t h e
As t h e b a l l l e f t t h e h a n d ,
w e i g h t fro m one f o o t t o
changing in the d i
As t h e a rm moved o v e r h e a d ,
t h e s'ame d i r e c t i o n
other f o o t .
The b o d y was
t h e t r a n s f e r o f the
t h e o t h e r was c o m p l e t e d .
D rills
in d rib b lin g
as w e l l as d r i b b l i n g
r e l a y s among s q u a d s w e r e u s e d a s a m e a n s o f p r a c t i c i n g c o r r e c t way t o d r i b b l e . the b a l l
The g r o u p w a s i n s t r u c t e d
low , t o p u sh th e b a l l w ith t h e f i n g e r
u se t h e w r i s t and f o r e a r m r a t h e r
to d r i b b l e
tip s,
than th e e n tir e
the
and t o
arm .
The
group p r a c t i c e d d r i b b l i n g w h ile w alk in g and w h ile ru n n in g a t v a r i o u s s p e e d s so a s
to f e e l
e s s a r y to keep the b a l l P iv o tin g . ganized
in
c o n tro l.
For th e p iv o tin g d r i l l s
in open r a n k and i n s t r u c t e d
in f r o n t
t h e g r o u p was o r
on how t o h o l d t h e b a l l
of o n e ’s bod y w h i l e a n o p p o n e n t a t t e m p t e d
th e b a l l away from th e r e a r . p iv o t,
th e amount of fo rw ard push n e c
the
To p r o v e t h e
to
take
im portance o f the
s q u a d i n s t r u c t o r s d e m o n s t r a t e d how a p l a y e r c o u l d
very e a s i l y lo se th e b a l l
if
h e d i d n o t know how t o p i v o t a n d
how s i m p l e i t w a s t o move a b o u t k e e p i n g t h e b a l l o p p o n e n t's r e a c h by p i v o t i n g .
o u t o f the
The g r o u p t h e n p r a c t i c e d
p i v o t b y m o v i n g w i t h one f o o t i n q u a r t e r T h i s was r e p e a t e d w i t h t h e o p p o s i t e f o o t .
circles
the
forw ard.
The sa m e e x e r c i s e
53 was p r a c t i c e d w i t h b a c k w a r d q u a r t e r became a cc u sto m e d to p i v o t , and h a l f
c irc le s.
As t h e
they p r a c tic e d p iv o tin g in
short sh o ts,
In o rd e r to p r a c t ic e
tw o s q u a d s w e r e a s s i g n e d
up a t
th e r e a r of the o th e r l i n e .
i n t h e o t h e r l i n e w ould r e c o v e r t h e b a l l , l e a d man i n t h e f i r s t of the f i r s t
lin e .
lin e
co u ld ,
it
t o t h e new
a nd t h e n t a k e h i s p l a c e
I n s h o o t i n g , t h e g r o u p was I n s t r u c t e d to th e b a s k e t ,
s h o o t, and
The f r o n t man
pass
The c y c l e t h e n r e p e a t e d
lin e d
of the b a s
The f r o n t man i n o n e l i n e w o u l d d r i b b l e i n ,
then l i n e
shooting
to each b a s k e t,
a t ab o u t a f o r t y - f i v e d eg ree an g le a t each sid e
clo se
th ird
c i r c l e s w i t h one f o o t t h e n t h e o t h e r .
Shooting s h o r t s h o t s .
k et.
group
in
th e-rear
itse lf. to d rib b le , in
t o jump up a s h i g h a s t h e y p o s s i b l y
c o n t r o l li n g the b a l l w ith b o th hands as they ascended,
to change th e b a l l to rig h t,
ex ten d in g
the r i g h t hand,
if
s h o o t i n g from th e
the arm as h igh as p o s s ib l e a s
t o r e a c h maximum h e i g h t h , a n d t o r e l e a s e
one w a s a b o u t
th e b a l l ,
a s maximum
h e i g h t h was r e a c h e d , b y a s l i g h t s n a p o f t h e w r i s t . S hooting lo n g s h o t s . hand o r
two h a n d s whe n s h o o t i n g l o n g s h o t s , n o a t t e m p t was
made b y t h e I n v e s t i g a t o r ever,
I f a boy c h o se to s h o o t w i t h one
certain
the d r i l l
to change h i s sy ste m or s t y l e .
How
i n s t r u c t i o n s w e r e g i v e n a n d c o r r e c t i o n s m ad e a s
progressed.
an im aginary l i n e
The g r o u p was i n s t r u c t e d
from t h e b a l l
to th e b a s k e t,
to sh o o t alo n g to a r c h the
54 b a l l h ig h er since
a b a ll w ill f a ll
i t d r o p s s t r a i g h t down t h a n when If
i n t o a b a s k e t e a s i e r w hen
it
s h o o t i n g w i t h two h a n d s ,
comes f r o m t h e s i d e . th e y were i n s t r u c t e d
to
ppsh w ith b o th hands e v e n ly , w ith a 3 l i g h t inw ard r o t a t i o n of th e w r i s t , p u sh in g w ith the b a l l w ith th e f in g e r s .
I f s h o o t i n g w i t h one h a n d ,
the b a l l w ith b o th h an d s; hold
thumb, a n d c o n t r o l l i n g t h e
using
the
l e f t h an d t o c o n t r o l and
th e b a l l and t h e r i g h t hand to s h o o t w i t h .
snap o f the w r i s t as p els
the b a l l .
th e arm e x te n d s fo rw a rd
In both
cases to shoot w ith
o f o n e ' s b o d y and t o s t e p In stru ctio n
forw ard
on r u l e s
co rrectiv e
and r e g u l a t i o n s
of b a s k e tb a ll.
A forw ard
and upward p r o the b a ll
t o add f o r c e
and r e g u l a t i o n s .
two d a y s i n t h e
to c o n tr o l
to th e b a l l . The g r o u p m e t
room f o r i n s t r u c t i o n
in
the ru le s
The i n v e s t i g a t o r c o n d u c t e d
b o th m ee tin g s and e s p e c i a l l y em phasized th o s e r u l e s g ro u p as a w hole had had d i f f i c u l t y w i t h i n te st.
The g r o u p was a l s o ri. One o f t h e t h i r d
to in
th is
period
the f i r s t w r i t t e n
classes
in p h y s ic a l e d u c a tio n o therw ise r e f e r
s t u d y a s Group B , was s e l e c t e d
in the p re lim in a ry
reorganized
in to
the
THE WHOLE METHOD
p l a y b a s k e t b a l l b y th e W hole M eth o d . cip a tio n
th at
g iv e n tim e t o a s k q u e s t i o n s .
w h i c h was c o m p o s e d o f s e v e n t y - n i n e B7 b o y s , red
in fro n t
t o l e a r n how t o
F ollow ing t h e i r p a r t i
te s tin g p erio d ,
t h e g r o u p was
e ig h t squads by a lp h a b e t ic a l
order.
T his
55 was d o n e t o f a c i l i t a t e a d d itio n ,
it
p rev e n ted the
a s a squad in in v estig ato r
ro ll
c a ll,
same g r o u p o f b o y s t h a t p l a y e d
t h e game a b i l i t y felt
th at i f
a s w i t h G r o u p A, h u t i n
t e s t to rem ain i n t a c t .
t h i s p r e c a u tio n had n o t been ta k e n ,
i t would h a v e g i v e n Group B a n a d v a n t a g e i n a b ility
i n a game s i t u a t i o n ,
come m o r e f a m i l i a r w i t h
conducted as
since
the r e - t e s t f o r
t h e p l a y e r s would have b e
each o t h e r s 1 p l a y i n g a b i l i t y .
D aily p ro ced u re. w ere
The
R o l l c a l l a n d warm-up e x e r c i s e s
w i t h G r o u p A, a f t e r w h i c h e a c h s q u a d w a s
assig n ed to a b a sk e t;
f o u r sq uads would p r a c t i c e
in th e b a s
k e t b a l l gym a n d t h e o t h e r f o u r on t h e o u t d o o r c o u r t s . day th e squads w ere r o t a t e d
Each
so t h a t t h e y were p r a c t i c i n g un
der d if f e r e n t baskets p r a c tic a lly
every tim e.
n e v e r played
e a c h s q u a d was d i v i d e d b y
its
each o th e r;
in stead ,
squad i n s t r u c t o r i n t o
in o n e -c o u rt b a s k e t b a l l
two s e c t i o n s
co uld be
so t h a t
The I n v e s t i g a t o r moved
a b o u t o b s e r v in g th e sq uads in p l a y and s to p p e d
were a l s o s e r v i n g as
o fficials
were a l s o
to
in stru cted
observed.
stop
w ith
th e ir resp ectiv e
ceived
the
c o r r e c t form .
In stru ctio n
squads,
game w h e n e v e r e r r o r s w e r e
t h e s q u a d was i n s t r u c t e d
the e r r o r and the squad i n s t r u c t o r s d em on strate
the -various
T h e s q u a d I n s t r u c t o r s , who
th eir
When t h i s h a p p e n e d ,
co m p etitio n
conducted w i t h i n each sq u ad .
I n s t r u c t i o n . in b a s k e tb a 11.
games a s e r r o r s w e re c o m m i tt e d .
The s q u a d s
In
or the
on
i n v e s t i g a t o r would
t h i s way, e ac h squad r e
i n b a s k e t b a l l and
in t h a t p a r t i c u l a r phase
56 of b a s k e t b a l l t h a t c o n fro n te d m oment.
Many t i m e s
the
them w i t h a p r o b l e m a t
th at
i n v e s t i g a t o r would s t o p n o t o n l y th e
im m ediate group b u t a l s o
th e
squads n e a rb y whenever he f e l t
t h a t so o n e r o r l a t e r th e y m ight be faced w ith t h e
same t y p e
of problem . Some o f t h e p r o b l e m s c o n f r o n t e d w e r e to p i v o t and th e im p o rta n c e o f type
of pass
the
c o r r e c t way
the p i v o t i n b a s k e t b a l l .
to use a g a in s t a t a l l
opponent.
B u n c h i n g up
under th e b a sk e t in a tte m p tin g
to re c o v e r the b a l l .
r e c t way o f s h o o t i n g ,
or d r i b b l i n g
p assin g ,
a n d man y o t h e r p r o b l e m s w e r e d i s c u s s e d n o s q u a d was a l l o w e d t o d r i l l the r u l e s
in any of
The
The c o r
the b a l l .
These
an d d e m o n s t r a t e d b u t th ese s k i l l s .
Even
o f b a s k e t b a l l w ere n o t m e n t i o n e d , e x c e p t when a
p l a y e r o r squad b ro k e one o f v estig ato r f e lt could h e lp
the ru le s
t h a t the i n t e r p r e t a t i o n
the s tu d e n ts
o f one o f t h e r u l e s
SUMMARY
chapter d isc u sse d
used w ith b o th
in
u n d e r s t a n d and p l a y t h e game b e t t e r . III.
T his
or w henever the
the a c t u a l te a c h in g p rocedure
t h e P a r t M e t h o d a n d t h e W hole M e t h o d w h i c h
w ere conducted o v e r a p e r io d the c o re of th e ex p erim en t,
of f o u r weeks.
Having c o m p le te d
t h e n e x t p h a s e was t o r e - t e s t
b o t h g r o u p s so as t o d e t e r m i n e w h ic h g ro u p showed t h e m o st im provem ent, ch ap ter.
if
any.
T his i s d i s c u s s e d in th e f o llo w in g
CHAPTER V IMPROVEMENT SHOWN IN SECOND ADMINISTRATION OP TESTS T his c h a p t e r d e a l s w ith t h e second a d m i n i s t r a t i o n the f o u r b a s ic tio n
sk ill
of the w r i t t e n
a b ility
te st,
te st,
in b a s k e tb a ll,
the r e - a d m i n i s t r a
the r e - a d m i n i s t r a t i o n
the r e s u l t s
p a riso n of these te sts,
tests
o b ta in e d from th e s e
r e s u l t s w ith
th o s e o f the
o f t h e game
tests,
first
i n im provem ent betw een th e
u tatio n
of the s t a t i s t i c a l
had p a r t i c i p a t e d
com of
the d i f
tw o g r o u p s , a n d t h e comp
sig n ific an c e
I n d e te r m in in g any im provem ent,
the
series
t h e o b s e r v a n c e o f im provem ent b y th e g r o u p s ,
ference
of
of th e im provem ent.
o n ly t h a t data
in both a d m in is tr a tio n s
in w hich a boy
of the
t e s t was c o n
sid ered . I.
SECOND WRITTEN TEST IN BASKETBALL
The b a s k e t b a l l w r i t t e n
t e s t was a d m i n i s t e r e d
groups w ith o u t any advance n o t ic e as in p erio d .
T his
the f i r s t
t e s t was a n e x a c t d u p l i c a t e
to both
te stin g
of the f i r s t one.
G r o u p A s c o r e d a m ea n o f 6 7 . 3 5 p e r c e n t w i t h a s t a n dard d e v ia tio n o f 1 0 .6 ,
im proving n in e
over t h e ir f i r s t w r itte n
a n d on e t e n t h p o i n t s
test.
G ro u p B s c o r e d a mean o f 6 6 . 8 5 p e r c e n t w i t h a s t a n dard d e v ia tio n
of 7 .5 ,
im p ro v in g s e v e n and a h a l f p o i n t s o v e r
58
TABLE I I I MEANS AND STANDARD DEVIATIONS OP THE PINAL WRITTEN TEST, SKILL TESTS AND GAME ABILITY TEST FOR GROUPS A AND B
Group A Mean W ritten tes t Shooting tes t
6 7 .35^ 5 .6 2 b a s k e ts
Group B S.D , 1 0.6 2 .52
Mean 6 6 . 8 5 %~ 5.32 b a s k e ts
S .D , 7 .6 5 2 .1 8
D rib b lin g tes t
23.84 p o in ts
2.9 6
A ccuracy tes t
10.58 p o in ts
4.06
B all h an d lin g tes t
21 .9 6 seconds
6 .4
F ouls
10.75 f o u ls
5.8 2
7 .6 5 fo u ls
3 .8 4
D rib b lin g fau lts
1 1 .0 7
5.67
1 0 .8 f a u l t s
5 .0 4
9 .6 9
4 .9 2
P assin g fau lts
24 .8 6 p o in ts 1 1 .8 p o in ts
1 9 .8 8 seconds
9.53 f a u l t s
3 .7 2 3.96
4 .1 2
5.7
59 th e ir f i r s t w ritte n
te st.
t h a t were s t a t i s t i c a l l y
B oth g ro u p s s c o r e d
sig n ific an t.
i n im p ro v e m en t B etw een th e
im provem ents
H ow ever,
the d i f f e r e n c e
two g r o u p s w a s n o t s t a t i s t i c a l l y
sig n ific an t. IX .
RESULTS OP FUNDAMENTAL SK IL L TESTS
B a sk e tb a ll sh o o tin g little
test.
B oth g ro u p s
sho w ed v e r y
im provem ent i n t h e b a s k e t b a l l s h o o t i n g
A m ain tain in g i t s
t e s t w i t h Group
a d v a n t a g e i n t h i s d e p a r t m e n t w i t h a mean o f
5 .6 2 b a s k e t s and a s t a n d a r d d e v i a t i o n im provem ent o f t w o - t e n t h s
of 2 .5 2 .
o f a b a s k e t over the
T h is was a n first
test.
G r o u p B s c o r e d a mean o f 5 . 3 2 b a s k e t s w i t h a s t a n d a r d d e v i a t i o n of 2 .1 8 f o r a n im provem ent o f t h r e e - t e n t h s
of a
ba s ke t . The i m p r o v e m e n t o f b o t h g r o u p s was n o t s t a t i s t i c a l l y sig n ific an t.
The c r i t i c a l
r a t i o b e tw e e n th e im provem ent of
t h e g r o u p s was n o t s i g n i f i c a n t . B ask etb all d rib b lin g
test.
In
G r o u p A s c o r e d a m ean o f 2 3 . 8 4 p o i n t s , p o in ts
over the f i r s t
the b a s k e t b a l l d r i b b le , im proving n e a r l y
t e s t w ith a sta n d a rd d e v ia tio n
two
of 2 .9 6 .
G r o u p B s c o r e d a mean o f 2 4 . 8 6 p o i n t s w i t h a s t a n d a r d d e v i a tio n
of 3 .7 2 ,
im pro v in g 3 .1 2 p o i n t s
from the
first
te st.
B o t h g r o u p s sh o w e d a n i m p r o v e m e n t t h a t was s t a t i s t i c a l l y s i g n i f i c a n t w i t h G rou p A h a v i n g a c r i t i c a l r a t i o b e t w e e n the f i r s t
and se co n d t e s t
o f 3 .6 7 , w hile
Group B h a d a c r i t i c a l
60 ratio
of 5 .0 .
The d i f f e r e n c e
g r o u p s was n o t s t a t i s t i c a l l y ratio
of t h i s
sh ow ed a d e f i n i t e te st.
s ig n if ic a n t since
the
throw f o r a c c u ra c y
test.
c ritic a l
B oth g ro u p s
im provem ent in th e b a s k e t b a l l
Group A c o m p le te d
the
second
o f 10 .5 8 p o in ts and a s ta n d a rd d e v i a t i o n
throw f o r
t e s t w i t h a m ea n
o f 4 . 0 6 , w h i l e Group
B s c o r e d a mean o f 1 1 . 8 p o i n t s w i t h a s t a n d a r d d e v i a t i o n 3 .9 6 .
T h is was a n im provem ent o f 3 . 4 8 p o i n t s
3 .82 p o in ts
two
d i f f e r e n c e was 2 . 0 i n f a v o r o f G r o u p B.
B ask etb all
accuracy
in im provem ent b e tw ee n th e
for
of
G ro u p A a nd
f o r G r o u p B.
The i m p r o v e m e n t o f b o t h g r o u p s was s t a t i s t i c a l l y
sig
n i f i c a n t w i t h Group A h a v i n g a c r i t i c a l r a t i o ,
betw een th e
tests,
of 5 .6 .
ever,
6 . 1 , w h i l e Group B had a c r i t i c a l the d i f f e r e n c e
was n o t s t a t i s t i c a l l y
sig n ific an t. test.
P o s s ib ly the g r e a t e s t
i n i m p r o v e m e n t b e t w e e n t h e two g r o u p s w a s m a n i f e s t
ed i n t h e b a s k e t b a l l b a l l h a n d l i n g t e s t . mean o f 2 1 . 9 6 s e c o n d s of 6 .4 .
f o r the
te s t'w ith
T h i s was a r e d u c t i o n i n
Group A s c o r e d a a standard d e v ia tio n
tim e o f -.9 4
B com pleted th e second a d m i n i s t r a t i o n
of t h e
seconds.
Group
t e s t w ith
a m ean
o f 19.88 seconds w ith a s ta n d a rd d e v ia ti o n of 4 .1 2 . a red u ctio n
How
i n i m p r o v e m e n t b e t w e e n t h e tw o g r o u p s
B a s k e tb a ll b a l l h an d lin g d ifferen ce
ratio
two
in
tim e o f 4 .5 2 s e c o n d s
over the f i r s t
T h i s was te st.
The i m p r o v e m e n t sh o w n b y G r o u p A was n o t s t a t i s t i c a l l y
61 s ig n if ic a n t since was 0 . 8 .
th e c r i t i c a l r a t i o betw een th e
The i m p r o v e m e n t s c o r e d b y G r o u p B was s t a t i s t i c a l l y
s i g n i f i c a n t w ith a c r i t i c a l The c r i t i c a l r a t i o tw een t h e
ratio
of 4 .4 b e tw ee n th e
betw een th e d i f f e r e n c e
two g r o u p s was 4 . 1 a n d t h u s
d i f f e r e n c e was s t a t i s t i c a l l y III.
m ental s k i l l
tests
in b a s k e tb a ll,
co u rts
as
in the f i r s t
series
not a lto g eth e r p o ssib le ,
a n d on
of
tests.
T h i s , h o w e v e r , was
s i n c e f o u r new s e n i o r h i g h s c h o o l c ircu m stan ces b e
N ev erth eless,
t h e same g ro u p o f p l a y e r s , m in u s
from s c h o o l d u r i n g t h e s e m e s t e r . to p la y the
to
t o t h e sa m e b a s k e t b a l l
c o n tro l of th e i n v e s t i g a t o r .
same f o u r t e a m s
each those
th at
Each squad
t h a t th e y had
played
t h e same c o u r t s a s b e f o r e . Number o f f o u l s
of fo u ld in the
c o m p le tio n of the -funda
f o u r o f th e o f f i c i a l s due t o
had t r a n s f e r e d
th at th is
The i n v e s t i g a t o r a t t e m p t e d
t h e same g r o u p o f o f f i c i a l s
was s c h e d u l e d
in d icated
b o th g ro u p s w ere o rg a n iz e d
assign
s q u a d was a s s i g n e d
im provem ent b e
s i g n i f i c a n t i n f a v o r o f G ro up B.
A f t e r the
f o r squad b a s k e t b a l l gam es.
boys re p la c e d
in
two t e s t s .
SECOND GAME ABILITY TEST
Squad c o m p e t i t i o n .
yond th e
two t e s t s
com m itted in seco n d t e s t .
The n u m b e r
c o m m i t t e d b y e a c h s q u a d i n e a c h ga me w a s r e c o r d e d a s
first
su b stan tial
series
of squad games.
im provem ents i n
m ittin g personal fo u ls.
B oth g ro u p s r e c o r d e d
th eir a b ility
to r e f r a i n
Group A c o m p le te d t h e
series
f r o m com of squad
62 g a m e s w i t h a m e a n o f 1 0 . 7 5 f o u l s p e r s q u a d i n e a c h gam e w i t h a stan d ard d e v ia tio n 4 .9 5 f o u ls
of 5 .8 2 .
from th e f i r s t
T h is was an im p ro v e m e n t o f
series
was c o n s i d e r e d s t a t i s t i c a l l y
o f squad games.
s ig n if ic a n t sin ce
r a t i o was 4 . 7 1 b e t w e e n t h e f i r s t
the
c ritic a l
t e s t and t h e s e c o n d
G r o u p B s c o r e d a mean o f 7 . 6 5 f o u l s series
T his g a in
in the second
o f gam es w i t h a s t a n d a r d d e v i a t i o n o f 3 . 8 4 .
group im proved by 7 .6 The c r i t i c a l r a t i o sid ered
for
sta tistic a lly
less fo u ls
' T his
p e r sq u ad i n e a c h game.
t h i s d i f f e r e n c e was 7 . 1 a n d w a s c o n sig n ific an t.
The c r i t i c a l r a t i o b e t w e e n t h e d i f f e r e n c e p r o v e m e n t o f b o t h g r o u p s was 2 . 5 7 co n sid ered
te st.
sta tistic a lly
in the
im
i n f a v o r o f G r o u p B a n d was
s i g n i f i c a n t a t the
one p e r c e n t l e v e l
of confidence. F au lts
in d r i b b l i n g .
q u e n t am o n g s q u a d s squad gam es.
F a u l t y d r i b b l i n g was l e s s
of b o th groups in
f o r t h i s g r o u p was 5 . 6 7 .
and t h i s
second s e r i e s
The s t a n d a r d d e v i a t i o n
T h i s was a n i m p r o v e m e n t o f f i v e a n d
nb a d d r i b b l e s ” f r o m t h e f i r s t
i m p r o v e m e n t was c o n s i d e r e d
w ith a c r i t i c a l
ratio
series
sta tistic a lly
by each squad in
sig n ific an t
in d rib b lin g
e a c h game w i t h a s t a n d a r d d e v i a t i o n
The m ean s c o r e w a s a n i m p r o v e m e n t o f 6 . 9 8 l e s s first
of games,
of 3 .9 5 .
Group B c o m m itte d a mean o f 1 0 . 8 f a u l t s
from th e
of
G r o u p A was g u i l t y o f a n a v e r a g e o f 11 ..0 7 f a u l
t y d r i b b l e s b y each sq u ad p e r game.
a h a lf less
the
fre
series
of games.
of 5 .0 4 .
”bad d r i b b l e s ”
The c r i t i c a l r a t i o
fo r th is
63 I m p r o v e m e n t w a s 5 . 1 3 f o r G r o u p B, a n d was tic a lly
sig n ific an t.
The d i f f e r e n c e
t h e two g r o u p s was n o t s t a t i s t i c a l l y F au lts
com m itted i n p a s s i n g .
in
considered s t a t i s
Im provem ent b etw een
sig n ific a n t. B o t h g r o u p s r e c o r d e d Im
p ro v e m e n ts I n . th e way t h e y p a s s e d t h e b a l l tio n . in
G ro u p A r e c o r d e d a m e a n o f 9 . 6 9 f a u l t y p a s s e s p e r s q u a d
e a c h game w i t h a s t a n d a r d d e v i a t i o n
squads reduced t h e i r f a u l t y p a sse s standard d e v ia tio n of 5 .7 . less
i n a game s i t u a
fa u lty passes
4 .1 2 l e s s
t o a m ean o f 9 . 5 3 . w i t h a
T h is was a n Im p ro v em en t o f 4 . 4 4
over th e f i r s t
fa u lty passes
te s t for
over the f i r s t
The i m p r o v e m e n t o f b o t h g r o u p s considered s t a t i s t i c a l l y c ritic a l ratio
The d i f f e r e n c e sta tistic a lly
in
te s t for
w h i l e Group B
t h e mean o f t h e s e
im provem ent betw een th e
tests.
two g r o u p s w a s n o t
sig n ific an t.
The n u m b e r o f s h o t s a g ain recorded as
taken
in
the second s e r i e s
of gam es.
t a k e n and t h e n u m b e r o f s h o t s made w e r e
in the f i r s t
series
of squad games,
so as
t h e p e r c e n t a g e o f s h o t s made b y e a c h g r o u p .
Group A r e d u c e d t h e n u m b er o f s h o t s 22 .6 5 in
th e l a t t e r .
i n t h i s d e p a r t m e n t ' was
two t e s t s ,
of 3 .5 2 betw een
Number o f s h o t s
to re c o rd
the f o rm e r and
s i g n i f i c a n t w i t h Group A h a v i n g a
o f 4 .2 3 betw een th e
had a c r i t i c a l r a t i o
o f 4 . 9 2 , w h i l e Group B
the f i r s t
series
a t t e m p t e d from
o f s q u a d gam es t o a m e a n o f 2 1 . 6 3
s h o t s a t t e m p t e d p e r sq u ad i n e a c h game.
However,
even though
64 t h e Group A s q u a d s
to o k one s h o t l e s s
p e r game, t h e y i n c r e a s e d
t h e n u m b e r o f b a s k e t s made f r o m a m e a n o f 5 . 6 6 t o a mean o f 5.8 4 s h o ts
c o m p le te d p e r sq u a d i n e a c h game.
G r o u p B on t h e o t h e r h a n d c o m p l e t e d l e s s b a s k e t s , d r o p p i n g fro m a mean o f 5 . 4 b a s k e t s sq u ad p e r game. cause
H owever,
th is
t o 5 . 3 b a s k e t s b y each'
r e d u c t i o n was n o t s e r i o u s b e
o f t h e s m a l l e r number o f s h o t s
reduced i t s
number o f a tte m p te d s h o ts
attem p ted . from 2 7 .6
T his group t o a m ean o f
2 2 . 0 f o r a r e d u c t i o n o f 5 . 6 l e s s a t t e m p t s p e r game b y e a c h squad. B oth gro u p s
increased
bask ets.
Group A i n c r e a s e d
per cent
to tw en ty -sev en p e r
its
su c c e ssfu l b askets
the p e rc e n ta g e o f s u c c e s s f u l its
percentage
from t w e n t y - f i v e
c e n t , w h i l e Group B i n c r e a s e d
from a tw e n ty p e r c e n t to t w e n ty - f o u r
per cent. IV .
BREAKDOWN OF BASKETS MADE
IN THE SECOND TEST BY AREAS The i n v e s t i g a t o r a g a i n c o m p u t e d t h e b a s k e t s
attem p ted
a n d t h e n u m b e r o f b a s k e t s made f r o m t h e v a r i o u s a r e a s
in
the
co u rt. A r e a A.
^ ro u p A a tt e m p t e d 752 s h o t s and c o m p le te d
tw o h u n d r e d a n d e l e v e n b a s k e t s f o r a p e r c e n t a g e s c o r e tw en ty -eig h t p er cen t. two p e r c e n t o f a l l
These b a s k e t s
the b a s k e ts
of
accou nted f o r e ig h ty -
com pleted by t h i s
group.
65 T h u s , e v e n t h o u g h G ro up A a t t e m p t e d in th e f i r s t tim e.
test,
less
t h e y c o m p le te d s e v e n more b a s k e t s
T his e n a b le d
h a l f of a p e r c e n t. f o r the
tw elv e s h o ts
G ro u p A t o b o o s t i t s
percentage
th is group d u rin g the f i r s t
test.
fo r a p ercen tag e
score
acco unted f o r thus
of 2 3 .8 p e r
out of
cent.
T his
p e r c e n t a g e o f b a s k e t s m ade i n t h i s
b u t r e d u c e d th e number o f a t t e m p t s made f r o m t h i s
sco re by
t o t a l n u m b e r o f b a s k e t s made b y
G rou p B made o n e h u n d r e d a n d s i x t e e n b a s k e t s
group m a in ta in e d i t s
th is
The c o m p l e t e d s h o t s f r o m a r e a A a c c o u n t e d
sam e p e r c e n t a g e o f t h e
4 87 a t t e m p t s
than
area.
and t h e n u m b er o f b a s k e t s
The c o m p l e t e d b a s k e t s
from t h i s a r e a
only s ix ty -o n e p e r c e n t of a l l
in d ic atin g th a t th is
area
group in c r e a s e d
t h e b a s k e t s made
t h e number o f b a s
k e t s made f r o m a r e a s B, C, a n d D w h i c h w e r e f a r t h e r f r o m t h e b a s k e tb a ll g o al. Area B.
G roup A a t t e m p t e d
137 s h o t s
. com p leted t w e n t y - e i g h t f o r tw e n ty and f o u r T h i s was a n i m p r o v e m e n t o f f o u r a n d n i n e th is
area.
th is area
and y e t c o m p le te d o f games.
g r o u p w h ic h was
B a nd
per cen t.
t e n t h p e r c e n t from less
s h o ts from
one m o r e b a s k e t t h a n i n t h e p r e
How ever,
area acco u n ted f o r
made b y t h i s first
ten th s
T his group a t t e m p t e d ' t h i r t y - s e v e n
vious s e r i e s from t h i s
from a r e a
the
s u c c e s s f u l b a s k e t s m ade
e le v e n p e r c e n t of a l l b a s k e ts t h e sam e p e r c e n t a g e a s in^ t h e
tea t. Group B a t t e m p t e d
1 91 s h o t s
from a r e a B and c o m p le te d
66 fo rty -o n e
fo r a p ercentage
sc o re of 2 1 .5 p e r c e n t.
a n im provem ent o f tw e lv e p e r c e n t o v e r t h e f i r s t squad gam es.
T his group red u c ed
T h is was
series
th e number o f s h o ts
of
taken
in t h i s a r e a by t h i r t y - o n e ;
y e t c o m p le te d t w e n ty more b a s k e t s
than in th e p re v io u s
of te s ts .
series
accounted f o r tw en ty -o n e p e r group. th is
In
the f i r s t
te st,
These s u c c e s s f u l
c e n t o f a l l b a s k e t s made b y t h i s
t h e b a s k e t s made b y t h i s
area acco u n ted f o r only
shots
ten p er
cent of a l l
group in
s h o t s made
by t h i s g r o u p . A r e a C.
G ro up A t r i e d
a n d made f i f t e e n
n in ety -n in e
o f them f o r a p e r c e n t a g e
T h i s w a s an i m p r o v e m e n t o f f o u r a n d t h r e e over the prev io u s
series
fo r six per cent of a l l ing the f i r s t t e s t , attem p ts
and t h e s e
o f games.
sh o ts
in th is
of 1 5 .2 p e r ten th s per
cent. cent
These b a s k e ts a cc o u n te d
t h e b a s k e t s made b y t h e g r o u p .
th is
D ur
group sank te n o u t o f n in e ty - tw o
te n acco u n ted fo r
' t h e b a s k e t s made b y t h i s
area
only fo u r p e r cen t of a l l
group.
G r o u p B a t t e m p t e d 151 s h o t s a n d c o m p l e t e d t w e n t y - o n e b askets cen t.
from t h i s
Even though t h i s
s h o ts from t h i s still
area
area
f o r a percentage score
g ro u p a t t e m p t e d s e v e n t y - e i g h t more
than in th e f i r s t
c o m p le te d s e v e n t e e n more b a s k e t s
centage sc o re by 8 .5 p e r c e n t. ted f o r
of six teen per
series
of games,
th ey
and im proved t h e i r p e r
The s u c c e s s f u l b a s k e t s a c c o u n
e l e v e n p e r c e n t o f a l l b a s k e t s made a g a i n s t a two p e r
67 cent in the f i r s t A r e a D.
te st.
Group A s u c c e e d e d i n m ak in g t h r e e b a s k e t s
of tw en ty -sev en a tte m p ts of 11.1 p e r c e n t.
to m ain tain i t s
D uring th e f i r s t
t h i s group com pleted s i x o u t
series
of fifty -tw o
t w i c e a s many a t t e m p t s a n d c o m p l e t i o n s However,
sam e p e r c e n t a g e
t h e b a s k e t s made i n t h e
counted f o r o n ly one or l e s s p e r
as
out score
of squad games, attem p ts, in th e
ex actly
second t e s t .
second t e s t from a r e a D a c cent of a l l
b a s k e t s made b y
th is group. G rou p B b o o s t e d i t s t o s i x t y - t w o and i t s th irtee n .
Group B i n c r e a s e d
D from 2 .2 p e r c e n t
t h e b a s k e t s made i n t h i s for
test
in
cen t, and
group as a g a i n s t
the f i r s t t e s t . SUMMARY of t e s t s
B o t h g r o u p s made i m p r o v e m e n t s
t h a t w ere s t a t i s t i c a l l y
d ifferen ce
p ercen tag e
to tw en ty -o n e p e r
The c o m p l e t i o n o f t h e s e c o n d s e r i e s fo llo w in g r e s u l t s .
f r o m one t o
a re a d u rin g th e second t e s t accounted
V.
ten
its
s e v e n p e r c e n t o f a l l v a s k e t s made b y t h i s
one p e r c e n t d u r i n g
from f o r t y - s i x
number of com p leted b a s k e t s
In doing t h i s ,
score in area
number o f a t t e m p t s
sig n ific a n t.
im provem ent b etw ee n th e
found
the
in the w r i t
However,
the
two g r o u p s was n o t s t a
tis tic a lly sig n ific an t. The b a s k e t b a l l s h o o t i n g t e s t p r o v e d t o b e a d i s a p p o i n t ment f o r b o th gro u p s w i t h v e r y l i t t l e
i m p r o v e m e n t shew n .
T his
68 i m p r o v e m e n t was n o t s t a t i s t i c a l l y and any d i f f e r e n c e b e tw e e n t h e not s ta tis tic a lly
i m p r o v e m e n t o f b o t h g r o u p s was
sig n ific an t.
The b a s k e t b a l l d r i b b l i n g d e fin ite
s i g n i f i c a n t f o r either* g ro u p
t e s t was c o m p l e t e d w i t h v e r y
im provem ents by b o th g ro u p s
a n d w i t h b o t h g r o u p s m a
k in g im provem ents t h a t w ere s t a t i s t i c a l l y ever,
the d iffe re n c e
was n o t s t a t i s t i c a l l y
sig n ific a n t.
i n im provem ent b e tw ee n th e
How
two g r o u p s
s ig n i'fle a n t.
In the b a s k e tb a ll accu racy t e s t , provem ents t h a t w ere s t a t i s t i c a l l y
b o t h g r o u p s sh o w e d i m
sig n ific an t.
However,
the
d i f f e r e n c e b e t w e e n t h e i m p r o v e m e n t o f t h e two g r o u p s w a s n o t sta tistic a lly
sig n ific an t.
T he i m p r o v e m e n t made b y G r o u p A i n h a n d l i n g t e s t was n o t s t a t i s t i c a l l y had an im provem ent c ritic a l
s i g n i f i c a n t w h i l e Group B
t h a t vsras s t a t i s t i c a l l y
r a t i o betw een th e d i f f e r e n c e
two g r o u p s was 4 . 1
D uring th e squad
r a t i o betw een th e d i f f e r e n c e
sta tistic a lly fidence.
in fa v o r
sig n ific an t
recorded a g a in s t
The i m p r o v e m e n t o f and t h e
c ritic a l
of im provem ent betw een th e
o f G r o u p B.
sig n ific an t at
in d icated
sig n ific an t.
co n sid erab ly .
g r o u p s was s t a t i s t i c a l l y
The
im provem ent o f th e
c o m p e titio n the fo u ls
t h e tw o g r o u p s w e r e r e d u c e d
g r o u p s was 2 . 5 7
in
sig n ific an t.
i n f a v o r o f Group B an d t h i s
t h a t t h i s d i f f e r e n c e was s t a t i s t i c a l l y
both
the b a s k e tb a ll b a ll
two
T h i s was c o n s i d e r e d
th e one p e r c e n t l e v e l o f con
69 Xn t h e d r i b b l i n g d e p a r t m e n t , ment b e tw ee n t h e
the d if f e r e n c e
tw o g r o u p s was n o t s t a t i s t i c a l l y
i n im prove sig n ific an t
even th o u g h b o th g ro u p s had im provem ents t h a t w ere s t a t i s t i c a lly
sig n ific an t. Both g ro u p s r e c o r d e d -im provem ents i n
t h e way t h e y h a n
d l e d a n d p a s s e d t h e b a l l i n a game s i t u a t i o n . m ents w ere s t a t i s t i c a l l y
These im p ro v e
s ig n if ic a n t but the d iffe re n c e
p r o v e m e n t b e t w e e n t h e two g r o u p s was n o t s t a t i s t i c a l l y
in
im
sig n ifi
cant . Both g r o u p s a t t e m p t e d l e s s o f games; tio n s.
sh o ts
in th e second s e r i e s
y e t th e y b o th im proved t h e i r p e r c e n t a g e o f com ple
Group A im p ro v e d f r o m t w e n t y - f i v e p e r c e n t
to
tw enty-
se v e n p e r Cent w h i l e Group B im proved fro m tw e n ty p e r
c e n t to
tw en ty -fo u r p er c en t. I n s o f a r as th e game s i t u a t i o n ,
a b ility
t o s h o o t a n d m ak e b a s k e t s
Group A m a i n t a i n e d
the
in a
sa m e a v e r a g e wh en s h o o
t i n g from a r e a s A and D and t h e y im p ro v e d t h e i r a v e r a g e fro m a r e a s B a n d C. f r o m a r e a s B, C ,
Group A t r i e d
th irty
a n d D, d u r i n g t h e
and t w e n t y - s i x p e r c e n t
per
cent of
f i r s t series
i t s attem p ts
o f s q u a d games
of t h e i r a t t e m p t s w e re from t h e s e
a re a s d u rin g the
second s e r i e s
o f games.
t h e i r p ercentage
of a t t e m p t s from th e f a r t h e r a r e a s .
G r o u p ‘A i n c r e a s e d t h e p e r c e n t a g e o f b a s k e t s
Thus,
th e y reduced However,
c o m p le te d from
th e s e a re a s from t h i r t e e n p e r c e n t to s e v e n te e n p e r c e n t . both s e r i e s ,
Group A h a d e i g h t e e n p e r c e n t o f a l l
th eir *
In
70 c o m p l e t e d b a s k e t s made f r o m a r e a s B, C. a n d D. G ro up B m a i n t a i n e d a r e a A; h o w e v e r , B, C, a n d 15.
t h e y g r e a t l y i m p r o v e d t h e i r mean f r o m a r e a s
In a l l
p o s i t e was t r u e ,
cases,
th ey t r i e d
s i d e r a b l y more b a s k e t s . Its
a ttem p ts
t h e sa m e a v e r a g e when s h o o t i n g f r o m
e x c e p t from a r e a A w here m o re a t t e m p t s
to the
and s t i l l
in creased in
tw en ty -eig h t p er cent in th e
second s e r i e s
t h e i r p ercentage the
the f i r s t
se co n d and f i n a l
first
fin al
t o t a l num ber o f b a s k e t s made,
In the
series
te st.
series
of
of games.
of successful o f s q u a d games
When c o m p a r e d w i t h
th e se a re a s acco u n ted f o r
t e s t and t h i r t y - n i n e p e r c e n t
test.
These r e s u l t s w ere s i g n i f i c a n t b e c a u s e ing d i f f i c u l t y
con
t h e p e r c e n t a g e o f s h o t s a t t e m p t e d from
from e i g h t p e r c e n t
th irte e n per cent in
op
c e n t of a l l
f r o m a r e a s B, C, a n d D d u r i n g t h e f i r s t
T his group i n c r e a s e d
bask ets
com pleted
Group B h a d t h i r t y p e r
games a n d f o r t y - f o u r p e r c e n t i n t h e
these a re a s
and
the
of the
in creas
o f s u c c e s s f u l l y m aking b a s k e t s a s one g e t s f a r
t h e r from th e b a s k e t . T his p rim a rily
c h a p t e r c o m p l e t e d t h e e x p e r i m e n t and d i s c u s s e d
the second a d m i n i s t r a t i o n of th e v a rio u s t e s t s , , th e
sig n ifican ce
o f a n y i m p r o v e m e n t made b y e i t h e r g r o u p ,
sig n ifican ce
of any d if f e r e n c e
groups..
in
i m p r o v e m e n t b e t w e e n t h e two
These f i n d in g s a r e f u r t h e r d is c u s s e d
f in a l ch apter.
and th e
i n t h e n e x t and
CHAPTEB V I SUMMARY, CONCLUSIONS, AND KECOMMENDATION T his re su lts
c h a p t e r su m m arizes t h e g e n e r a l p r o c e d u r e and t h e
o f the
ex perim ent,
the i n v e s ti g a t o r b ases h is the p rev io u s
it
item izes
and
re c o m m e n d a tio n on th e r e s u l t s
of
chap ters. I .
SUMMARY
R estatem ent of th e problem . m e n t was t o
the co n clu sio n s,
com pare th e r e s u l t s
The ' p u r p o s e o f - t h i s
ex p eri
o f t e a c h i n g b a s k e t b a l l t o B7
s t u d e n t s b y t h e W h o le M e t h o d a n d b y t h e P a r t M e t h o d . G eneral p r o c e d u r e . p e r i m e n t Was t h a t
The p r o c e d u r e f o l l o w e d
of e s ta b lis h in g
tw o c o n t r o l l e d
e q u a l a b i l i t y and e x p e r ie n c e and c o m p a r in g .th e both groups in a w r i t t e n sk ill
tests
testin g
test
in b a s k e tb a ll
a n d i n a game a b i l i t y
t h e two g r o u p s b e f o r e
te st.
and a f t e r
in th is
ex
groups of
im provem ent of
In f o u r b a s k e t b a ll
T h i s was d o n e b y t h e y had p a r t i c i p a t e d
in a t r a i n i n g p e r io d w ith t h e i r r e s p e c t i v e m ethod.
G ro u p A
was t a u g h t b y t h e P a r t M e t h o d a n d G r o u p B b y t h e W h o le M e t h o d . Group A and Group B w ere s e l e c t e d ed u catio n order to
c lasses, equate th e
p erio d s
o ne a n d t h r e e
two g r o u p s , t h e
from th e p h y s i c a l resp ec tiv e ly .
In
M otor Q u o t i e n t o f each
i n d i v i d u a l was d e t e r m i n e d b y t h e c o m p u t a t i o n o f t h e i r C l a s s i f i c a t i o n I n d e x , and b y t h e a d m i n i s t r a t i o n o f t h e S a r g e n t Jump,
72 th e Burpee t e s t , used to
and t h e B race t e s t .
The d a t a
r e c o r d e d were
compute t h e G e n e r a l M o to r C a p a c i t y o f e a c h i n d i v i d u a l
by u t i l i z i n g
M cC loy’s t a b l e s . ^
was t h e n d i v i d e d b y n o r m s f o r C l a s s i f i c a t i o n In d e x so as In a d d itio n ,
The G e n e r a l M o t o r C a p a c i t y
each i n d i v i d u a l a c c o r d i n g to h i s
t o d e t e r m i n e th e M otor Q u o t i e n t .
t h e I n t e l l i g e n c e Q u o t i e n t o f e a c h i n d i v i d u a l was
r e c o rd e d and com pared.
No s t a t i s t i c a l l y
sig n ific an t d iffe r
e n c e e x i s t e d b e t w e e n t h e two g r o u p s . Pour t e s ts in b a s k e tb a ll,
were s e l e c t e d t o m e a su re i n d i v i d u a l s k i l l s ;
a n d s q u a d c .o m p e t i t l o n was u t i l i z e d
a b ility
i n a game s i t u a t i o n
m itted ,
errors
k ets
K nowledge o f r u l e s
term ined by a w r i t t e n
sh o ts
e x i s t e d betw een th e
tered a tra in in g p erio d
com
ta k e n , and b a s
N o .sta tistic a lly two g r o u p s a s a
of the a d m in is tr a tio n of th e p re lim in a ry A f te r the p r e lim in a r y t e s t i n g
fo u ls
a n d r e g u l a t i o n s was d e
t e s t In b a s k e tb a ll.
sig n ific a n t d ifferen ce resu lt
by k e e p in g s c o r e o f th e
in d r i b b l i n g and p a s s i n g ,
com pleted.
to d e te r m in e
p erio d ,
of f o u r weeks.
te sts.
b o th groups
en
G r o u p A was t a u g h t
b a s k e t b a l l b y t h e P a r t M e th o d w h i l e G r o u p B p a r t i c i p a t e d w i t h t h e W h o le M e t h o d . were r e t e s t e d
31
At t h e end o f t h i s p e r i o d , b o t h g ro u p s
to d e te r m in e th e amount o f Im provem ent,
w hether
C h a r l e s H a r o l d McCloy, T e s t s and M e a s u r e m e n ts i n H e a l t h a n d P h y s i c a l E d u c a t i o n , (New Y o r k : Ff." S . C r o f t s ' & C o ., 1946), pp. 350.
73 th is
im provem ent was s t a t i s t i c a l l y
g r o u p im p ro v e d more t h a n t h e o t h e r ,
sig n ific an t,
and w h e t h e r t h i s
e n ce i n im p r o v e m e n t was s t a t i s t i c a l l y
the w r itte n
te st,
te sts.
t h a t w ere s t a t i s t i c a l l y
th e d rib b lin g
te st,
d iffer
sig n ific a n t.
R e - a d m in is tra tio n and e v a lu a tio n of the A sc o re d im provem ents
w h e t h e r one
Group
s ig n ific a n t in
and t h e throw f o r a c
curacy t e s t as w e ll as
in a l l
game a b i l i t y
d i d n o t show s u f f i c i e n t i m p r o v e m e n t i n
te st.
It
t h e s h o o t i n g t e s t and
the f a c to r s
considered
in the b a l l h a n d lin g
in the
te st.
Group B s c o r e d im p ro v e m e n ts t h a t w e re s t a t i s t i c a l l y sig n ific an t
in th e w r i t te n
throw f o r a c c u r a c y t e s t , as a l l
of the f a c t o r s
test,
the d r ib b lin g
test,
and the b a l l h a n d lin g
considered
the
t e s t as w e ll
i n t h e game a b i l i t y
T h i s g r o u p d i d n o t show s u f f i c i e n t i m p r o v e m e n t i n
te st.
the b a s k e t
b a ll shooting t e s t . The d i f f e r e n c e s in th e w r itte n t e s t , b lin g
te st,
in
i m p r o v e m e n t b e t w e e n t h e two g r o u p s
the b a s k e t b a l l s h o o t i n g
t h e throw f o r a c c u r a c y t e s t ,
test,
the d r i b
and th e f a u l t s
in
\
d r i b b l i n g a n d p a s s i n g i n a game s i t u a t i o n w e r e n o t s t a t i s t i c a lly
sig n ific an t. H ow ever, Group B im proved s u f f i c i e n t l y
h an d lin g situ atio n
t e s t and i n
t h e number o f f o u l s
t h a t when c o m p a r e d w i t h t h e
A t h e r e was a d i f f e r e n c e a lly
sig n ific an t.
in
the b a l l
c o m m i t t e d i n a game
im provem ents
o f Group
i n i m p r o v e m e n t s t h a t was s t a t i s t i c
74 II.
CONCLUSIONS
In o rd er to e s ta b lis h a b a s is e v e r y e f f o r t w a s made b y t h e
from w hich
i n v e s t i g a t o r to
g ro u p s by d e te r m i n i n g th e p a s t e x p e r i e n c e , m ental a b i l i t y ,
and t h e p h y s i c a l a b i l i t y
l e a r n how t o p l a y b a s k e t b a l l .
to s t a r t ',
equate
the
the
in te re st,
of b o th groups
The r e s u l t s
two the to
of th e v a rio u s
tests
u tilize d
convinced th e i n v e s t i g a t o r t h a t f o r a l l p r a c
tic al
p u rp o ses b o th g roups resem bled each o th e r v ery c l o s e l y
and c o u ld b e used a s ex am p les t h a t m ight e n r o l l a t t h i s
o f f u t u r e groups
sch o o l.
A fte r c a re fu l stu d y of p rev io u s re su lts
of th is 1.
have
stu d y ,
the
o f B7 s t u d e n t s
In v estig ato r
U nlike th e r e s u l t s
e x p e r i m e n t s and t h e concluded th a t:;
o f prev io u s
experim ents
c o m p a r e d t h e W h ole a n d P a r t M e t h o d s , t h i s
s tu d y gave
e v i d e n c e t h a t t h e W h o le M e t h o d i s b e t t e r s u i t e d k e t b a l l t o B7 s t u d e n t s 2. prev io u s
D ifferen ce stu d ies
th at
to te a c h b a s
a t J o r d a n High S c h o o l . i n c o n c lu s io n s betw een t h i s
s i m il a r to t h i s
s tu d y and
o n e may b e d u e t o s e v e r a l
rea s o n s . a.
P revious
s t u d i e s have used as s u b j e c t s
school stu d e n ts w h ile b.
th is
The d e f i n i t i o n s
p rev io u s s tu d ie s
in d icate
se n io r high
e x p e r i m e n t u s e d B7 s t u d e n t s . o f t h e W h o le M e th o d a s e m p l o y e d i n to t h i s
od u s e d c o u l d b e s t b e d e s c r i b e d
i n v e s t i g a t o r t h a t th e m eth
by th e t i t l e
b a l l d e f i n e d h i s W h o le M e t h o d i n h i s
stu d y as
Free P la y . fo llo w ss
Kim
75 I n t h i s m eth o d a l l p r a c t i c e was d o n e i n t e a m s . The p r a c t i c e c o n s i s t e d o f scrim m age b e tw e e n te a m s . A l l mem b e r s o f t h e g r o u p w e re t o l d t h a t i n t h e end t h e y w ould b e t e s t e d on th e tw o -h a n d s h o t , o n e -h a n d p u s h s h o t , two h a n d , u n d e r - h a n d s h o t a t f o u l l i n e , f o o t w o r k , a nd p u s h pass. No d e f i n i t e d e s c r i p t i o n s o r i n s t r u c t i o n s w e r e e v e r g i v e n on t h e e x a c t m e t h o d s o f e x e c u t i n g t h e s e f u n d a m e n t a l s .3 2 C ross m entioned In h is teach in g
stu d y t h a t ,
"The p r o c e d u r e u se d i n
t h e w h o l e m e t h o d was t o g i v e
and l e t them p l a y 3.
t h e g r o u p .a b a s k e t b a l l
the g a m e ." ^
The P a r t M ethod i n p r a c t i p a l l y
d iv id u als
a ll
cases had i n
th a t sco red h ig h e r , a s w e ll as lo w er, than
in th e group th a t
used
th e W hole M ethod;
those
th e Part-M ethod
g r o u p t e n d e d t o b e c o m e m ore h e t e r o g e n e o u s . 4.
The W h o l e M e t h o d ,
t o become
The P a r t M e t h o d i s b e t t e r s u i t e d
g if te d w ith those 6.
cases,
tended
more hom ogeneous a s a g r o u p .
5.
of
in p r a c t ic a l l y a l l
the a b i l i t y
th at are
f o r t h o s e who a r e
to p lay b a s k e tb a ll b u t v ery in adequate
slow i n le a r n in g
the
ga m e .
T h e W h o le M e t h o d , f o r a l l p r a c t i c a l p u r p o s e s , may
E d w i n R. K i m b a l l , "A C o m p a r a t i v e S t u d y o f t h e W hole a n d P a r t M e t h o d of T e a c h i n g B a s k e t b a l l F u n d a m e n t a l s , " ( U n p u b lis h e d M asters T h e s is , U n iv e rs ity of S o u th ern C a l i f o r n i a , L os A n g e l e s , C a l i f o r n i a , 1 9 3 4 ) , p . 4 2 . 33 Themes J . C r o s s , "A C o m p a r i s o n o f . t h e W h o l e M e t h o d , t h e M i n o r Came M e t h o d , a n d t h e ’Whole P a r t M e t h o d ' o f T e a c h i n g B a s k e t b a l l t o N i n t h - G r a d e B o y s , " The R e s e a r c h Q u a r t e r l y o f th e A m e ric a n A s s o c i a t i o n f o r H e a l t h and P h y s i c a l E d u c a t i o n , 9 :4 9 - 5 4 , ©ecem ber, 1937.
76 "be u s e d much m o r e s u c c e s s f u l l y I n a j u n i o r h i g h s c h o o l p h y s i c a l e d u catio n c la s s . 7.
The i n t e r e s t
o f B7 s t u d e n t s
in b a s k e t b a l l is m ain-
t a i n e d b e t t e r b y u s i n g t h e W hole M e th o d . 8.
S hooting b a s k e ts
i n a game s i t u a t i o n ,
esp ecially
when s h o o t i n g f r o m a r e a s n o t i m m e d i a t e l y u n d e r t h e b a s k e t , may b e
t a u g h t b e t t e r b y t h e W h ole M e t h o d . 9.
B ask etb all p a ssin g , d rib b lin g ,
s h o t s m ay b e l e a r n e d
and s h o o tin g s h o rt
j u s t a s e f f e c t i v e l y by e i t h e r
t h e Whole
M e th o d o r t h e P a r t M e t h o d . .1 0 .
The a b i l i t y
i s m o re e f f e c t i v e l y 11.
t o h a n d le and k eep c o n t r o l
t a u g h t b y t h e W h o le M e t h o d .
The a b i l i t y
to r e f r a in
game s i t u a t i o n may b e b e t t e r 12.
More b o y s w i l l
ju n io r high sch o o l, M ethod.
At the
of f o o t b a l l ,
from co m m ittin g f o u l s i n a
t a u g h t b y t h e W h o le M e t h o d .
co n tin u e to p la y in
th e game,
in
o f b a s k e t b a l l w h e n t a u g h t b y t h e W h o le
end o f t h e i n s t r u c t i o n a l p e r i o d ,
per cent of th o se
of t h e b a l l
th irty -th re e
i n Group A c h o se to p l a y b a s k e t b a l l
w hile f i f t y - s i x p e r c en t of t h o s e
in stead
i n Group B
choose b a s k e t b a ll . III.
KEC OMMENDATION
The r e c o m m e n d a t i o n o f t h e su lts
of t h i s
i n v e s t i g a t o r b a s e d on t h e r e
s t u d y i s t h a t w i t h B7 s t u d e n t s ,
catio n in s tru c to r
a p h y sic a l edu
s h o u l d p l a n on o r g a n i z i n g h i s
lesso n plan
77 w i t h t h e W h ole M e t h o d a s a b a s i s . sters
of t h i s age l e v e l can b e s t fin d
a c tu a l p lay in g of actio n .
t h e game a n d t h u s
sary d r i ll s
sa tisfac tio n
fu lfill
young
in
i n an i n f o r m a l m a n n e r a s a s u p p l e m e n t .
of the d r i l l
p erien ced .
student v is u a liz e s
to overcom e t h e p ro b le m s
I n te r e s t is
the
the d esire
t h e i n s t r u c t o r may t h e n u t i l i z e
thus k ept aroused s in c e th e
sity
t h i s m ethod,
As t h e l e s s o n p r o g r e s s e s a n d a s t h e s t u d e n t s
t h e i r sho rtco m in g s,
is
W ith
for rea liz e
the neces In terest
the n e c e s
t h a t th e y have
ex
in te n s if ie d w ith th e s tu d e n ts ’ goal
u n d e rs to o d by th e s t u d e n t s
and b e co m in g th e
sa m e a s t h a t o f
the i n s t r u c t o r . As t h e years
stu d en t progresses
from one y e a r i n t o
other
i n a w e l l p l a n n e d b a s k e t b a l l p r o g r a m and a s he p r o v e s
to have th e a b i l i t y
and an i n t e r e s t i n b a s k e t b a l l ,
t h e n use t h e more f o r m a l m ethod o f d r i l l s m ental s k i l l s
to p e rf e c t h is a b i l i t i e s .
h e may
of s p e c ific At th is
W h o le M e t h o d m ay b e u s e d a s a s u p p l e m e n t t o
funda
lev e l,
the
t h e P a r t M ethod.
When we r e m i n d o u r s e l v e s t h a t t h e a v e r a g e b a s k e t b a l l p l a y e r i s a l s o t w i s t i n g and. t u r n i n g w h i l e s h o o t i n g , t h a t h e i s s o m e t i m e s s l o w i n g up f r o m a f a s t r u n o r j u s t s t a r t i n g f r o m a s t a n d i n g p o s i t i o n , we s e e t h a t t h e t a s k o f l e a r n i n g t o s h o o t b a s k e t s u n d e r game c o n d i t i o n s i s f a r more c o m p l e x t h a n we h a v e ' e v e r r e a l i z e d . I t i s obvious t h a t o ne t y p e o f p r a c t i c e c a n n o t s a t i s f y a l l o f t h e r e q u i r e m e n t s o f c o a c h i n g . 34 ^ Coleman R . G r i f f i t h , The A t h l e t i c J o u r n a l , 1 0 : 9 - 1 2 ,
"E xperim ents June, 1930.
in B a sk e tb a ll,"
BIBLIOGRAPHY
BIBLIOGRAPHY A.
BOOKS
B r a c e , D a v i d K . , M e a s u r i n g M o t o r A b i l i t y , New Y o r k : B a r n e s a n d C om pany , 1 9 3 0 . 138 p p . B u t s c h , R. L . S . , , How t o R e a d S t a t i s t i c s , M i l w a u k e e : B r u c e P u b l i s h i n g C o m pan y, 1946u 18’4 p p .
H. S . The
D a v i s , E l w o o d C. a n d J o h n D. L a w t h e r , S u c c e s s f u l T e a c h i n g i n P h y s i c a l E d u c a t i o n , New Y o r k : P r e n ti'c e -H a ll, 1941. 665 p p . G u l l i o n , B l a i r , 100 D r i l l s f o r T e a c h i n g B a s k e t b a l l F u n d a m e n t a l s , Richmond: N i c h o l s o n P r e s s , 1946. I r w i n , L e s l i e W . , The C u r r i c u l u m i n H e a l t h a n d P h y s i c a l E d u c a t i o n , S t , L o u i s : 'x'he C. V . H o s b y C om pany, 1 9 4 4 . 39k pp. L a P o r t e , W i l l i a m R . , The Phys i c a l E d u c a t i o n C u r r i c u l u m , Los A n g e l e s : U n i v e r s i t y o f S o u t h e r n C a l i f o r n i a P r e s s , 1937► M c C lo y , C h a r l e s H a r o l d , T e s t s a n d M e a s u r e m e n t s i n H e a l t h a n d P h y s i c a l E d u c a t i o n , New Y o r k : S. C r o f t s & C o . , 1946. 4 11 p p . N atio n al F e d e ra tio n E d itio n , O f f ic ia l B a sk e tb a ll E d itio n ■ 1 9 4 8 - 1 9 4 9 , New Y o r k : A. S7“ B £ r n e s , 1 9 4 8 . \ ~ B.
PERIODICAL ARTICIES
B ra c e , D avid K ., “ T e s tin g B a s k e tb a ll T e c h n iq u e ," P h y s ic a l E d u c a tio n R eview , 2 9 :1 5 9 -6 5 , A p r i l ,
A m erican 1924. ~"
C r o s s , Thomas J . , “ A C o m p a r i s o n o f t h e W h o le M e t h o d , t h e M i n o r Game M e t h o d , a n d t h e W h o le M e t h o d o f T e a c h i n g B a s k e t b a l l t o N i n t h - G r a d e B o y s , " The R e s e a r c h Q u a r t e r l y o f t h e A m e r i can A s s o c ia t io n f o r H e a lth and P h y s ic a l E d u c a tio n , 8 :4 9 54, D ecem ber, 1937. E d g r e n , H. D . , "An E x p e r i m e n t i n t h e T e s t i n g o f A b i l i t y a n d P r o g r e s s I n .B a s k e t b a l l , " R esearch Q u a r te r l y of the A m eri c a n P h y s i c a l . E d u c a t i o n As s o c i a t i o n , 3 : 1 5 8 - 7 1 , M a r c h , 1 9 3 2
79 G riffith , letic
C o l e m a n R . , E x p e r i m e n t s i n B a s k e t b a l l , 11 The A t h J o u r n a l , 1 0 j 9-1 2 , June, 1930.
Y o u n g , G e n e v i e v e a n d H e l e n M o s e r , "A S h o r t B a t t e r y o f T e s t s t o M e a s u r e P l a y i n g A b i l i t y i n W o m e n 's B a s k e t b a l l , ” R e s e a r c h Q u a r t e r l y o f t h e A m erican P h y s i c a l Educa t i o n A s s o c i a t i o n , 5 t 2 3 - , May, 1 9 3 4 . C.
UNPUBLISHED MATERIALS
B e r r y , J . M ., "The D e v elo p m en t and V a l i d i t y o f a B a t t e r y o f A chievem ent T e s ts i n P h y s i c a l E d u c a tio n ." U npublished M a s t e r ' s T h e s i s , The U n i v e r s i t y o f S o u t h e r n C a l i f o r n i a , Los A n g e l e s , C a l i f o r n i a , 1 9 3 2 . F r a n t z , E d w a r d A . , " T h e R e l a t i v e V a l u e s o f Two S e l e c t e d M e t h ods o f T e a c h in g B a s k e t b a l l F u n d a m e n t a l s ." U npublished M a s t e r ’ s T h e s i s , The U n i v e r s i t y o f S o u t h e r n C a l i f o r n i a , L o s A n g e l e s , C a l i f o r n i a , 1 9 3 9 , 94 p p . K i m b a l l , E d w i n R . , "A C o m p a r a t i v e S t u d y o f t h e W h o le a n d P a r t Method o f T e a c h i n g B a s k e t b a l l F u n d a m e n t a l s . " U npublished M a s t e r ' s T h e s i s , The U n i v e r s i t y o f S o u t h e r n . C a l i f o r n i a , Los A n g e l e s , C a l i f o r n i a , 1934. P e r k i n s , D o n a l d C . , " T h e V a l u e o f F r e e T hrow s i n W i n n i n g B a s k e t b a l l G a m e s . " . U n p u b l i s h e d M a s t e r ' 3 P r o j e c t , The U n i v e r s i t y o f S o u t h e r n C a l i f o r n i a , Los A n g e le s , C a l i f o r n i a , 1 9 4 7 , 52 p p . S c h w a r t z , H e le n A . , "K now ledge and A c h ie v e m e n t T e s t s i n G i r l ' s B a s k e t b a l l on t h e S e n i o r H i g h S c h o o l L e v e l . " U npublished M a s t e r ' s T h e s i s , T he U n i v e r s i t y o f S o u t h e r n , C a l i f o r n i a , Los A n g e l e s , C a l i f o r n i a , 1 9 3 6 .
APPENDIX
BASKETBALL TEST Percentage C o rre c t G r o u p A________ Group B F irst Second F i r s t Second test test test test 1.
2.
3.
4. 5.
6.
7.
8.
9.
Y o u may h o l d a n o p p o n e n t s f arm so a s t o k e e p him from p a s s in g th e h a l l .
75
84
A p la y e r is out-of-bounds w hen h e s t e p s o n o n e o f the b o u n d a ry l i n e s
67
67
82
88
Xf o n e i s t a l l e n o u g h , h e is p e rm itte d to knock down a l l b a l l s a s t h e y are a b o u t to drop in to the b a s k e t.
17
60
25
25
A g o a l counts as p o in ts.
52
76
63
62
63
82
75
75
41 .
41
30
47
54
43
57
62
90
th ree
A f r e e t h r o w m u s t b e made w ith in te n seconds a f t e r the o f f i c i a l . g iv e s th e throw er th e b a l l . If
87
the b a l l is in th e a i r w hen t h e w h i s t l e b l o w s , the b a s k e t co u n ts i f i t i s made.
A team m u st advance th e b a l l from i t s b a c k c o u rt to i t s fro n t court w ith in f i f t e e n seconds The b a l l i s i n p l a y imme d ia te ly a fte r a free throw f a i l s to h i t th e b a s k e t o r any p a r t o f th e b ack -sto p .
46
36
35
37
A p l a y e r may s t o p d r i b b l i n g and c o n tin u e a g a in i f he d i d i t to a v o id a guard.
61
73
78
86
*
81 P ercen tag e C o rrect Group A Group B F irst test 10.
11 .
12 .
13.
14.
15.
16.
17.
Second test
F irst test
Second test
A p l a y e r may p a s s t h e h a l l from th e f r o n t c o u r t t o o n e o f h i s own team m ates i n th e b a c k court.
44
46
23
47
A team i s a llo w e d s e v e n tim e o u ts d u r i n g a game.
52
58
59
51
No m o r e t h a n f i v e p l a y e r s fro m each team a re a l low ed i n a r e g u l a t i o n b a s k e t b a l l game.
63
90
67
84
An o f f i c i a l c a n n o t p u t a p l a y e r o u t o f a game w i t h o u t t h e coac h efe c o n sen t.
27
47
2.6
45
S lap p in g arm i s as you g e t the him .
50
67
56
78
a n o p p o n e n t’s allow ed as long a re try in g to b a l l away from
A p l a y e r who r e c e i v e s w h i l e s t a n d i n g s t i l l may p i v o t , u s i n g e i t h e r f o o t a s the 73 p iv o t fo o t. •
80
59
91
I n case o f a t i e sco re a t th e end of a gam e, a th re e m inute e x tr a p e r iod is p lay e d .
60
78
55
67
T here i s no p e n a l t y I f you th ro w th e b a l l from the f r o n t c o u rt to the b a c k c o u r t and i t i s touched by an opponent first*
67
59
52
49
82 P e r c e n t a g e C o r r e c t _______ . Group A F irs t t e s.t 18.
19.
20.
21.
22 .
23.
24.
25. 26.
Group B
Second test
F irst tes t
Se cond tes t
When o n e o f t h e t e a m s f a l l s t o show u p , t h e game i s won toy a f o r f e i t and th e s c o re i s recorded a s 2 -0 .
67
86
59
55
" H e l d - b a l l 11 i s d e c l a r e d when a p l a y e r h o l d s on t o an o p p o n e n ts 1 arm .
48
73
60
81
When t h e t o a l l e n t e r s t h e " b a s k e t f r o m "below a n d goes through the b a s k e t o n i t s w a y d ow n , i t c o u n ts a s two p o i n t s .
60
67
70
77
A p l a y e r may t a k e a s man y s te p s a s he w ish e s w hile d r ib b lin g .
63
83:
75
89
you m ake a g o a l i n th e o p p o n e n t’s b a s k e t s , i t c o u n t s a s two p o i n t s f o r them .
59
69
56
71
B a s k e tb a ll is p layed w ith no more t h a n f i v e p l a y e r s fro m e a c h te a m on the f l o o r .
63
89
69
78
I n t h e c e n t e r jump, t h e b a l l m ust be tapped by one o r b o t h o f t h e c e n t e r jum pers a n y tim e a f t e r i t le a v e s the o f f i c i a l ’s h a n d s .
24
54
20
29
E i t h e r c e n t e r j u m p e r may ta p the b a l l o n ly o n c e .
20
35
31
27
P l a y e r s m ay e n t e r t h e game im m ed iately a f t e r r e p o rtin g to the score keeper. 43
42
If
44
37
83 P ercentage C o rre c t Group A Group B F irs t test 27.
28.
29.
30.
31.
32.
33.
34.
Second test
F irst test
Seconc test
N eith er o f f i c i a l s h a ll hav e a u t h o r i t y to change d e c i s i o n s made h y t h e 60 o th er o f f i c i a l .
55
60
66
The h a l l i s s t i l l i n h o u n d s when i t h i t s o r r o l l s a lo n g t h e edge of the b a c k - s t o p .
37
40
35
45
Xf a p l a y e r i s f o r c e d o u t of th e hounds, the h a l l goes to th e d e f e n s i v e team.-
41
64
65
73
A f r e e t h r o w made i n t h e o p p o n e n t's b a s k e t does no t count fo r e ith e r tean .
43
40
29
49
The f r e e - t h r o w l i n e i s e i g h t e e n f e e t away fro m th e h a c k -s to p .
54
40
38
41
When g u a r d i n g f r o m t h e r e a r , one may l e a n up a g a i n s t an opponent so as to g e t the h a l l .
70
68
57
74
When t h e r e a r e t w o o f f i c i a l s , they d iv id e th e c o u r t i n h a l f from one c o r n e r t o a n o t h e r so as t o c a l l t h e game e a s i e r .
73
85
81
79
A p l a y e r i s a llo w e d to > move o n e f o o t i n a n y d i r e c t i o n w hile h o ld in g the h a l l as lo n g as th e o t h e r f o o t i s kep a t i t s p o in t of co n tact w ith the f l o o r .
78
94
83
99
84 P ercen tag e C o rrec t Group B G rou p ' A F irst tes t 35.
36.
37. 38.
39. 40.
41.
42. 43. 44.
Second tes t
F irst tes t
Second test
A h e l d h a l l may h e c a l l e d if ., when ju m p in g to throw th e h a l l , a n op ponent holds i t .
57
76
56
66
The o f f i c i a l s h a v e a u t h o r i t y t o make d e c i s i o n s f o r r u l e s e v e n when th e h a l l is n o t in p la y .
64
63
56
62
Jum ping on t o p o f an o p ponent is a fo u l.
75
81
74
84
A p l a y e r m ay n o t l e a v e the p l a y in g c o u r t w i t h o u t p e rm is s io n from an o f f i c i a l , u n t i l tim e i s c a l l e d a t the end of th e h a l f o r game, o r un less d is q u a lif ie d or su b stitu ted fo r.
86'
93
83
83
A p la y e r should n ev er a r gue w ith th e o f f i c i a l s .
91
82
95
91
A p l a y e r m ust le a v e th e game w h e n h e h a s f o u r fo u ls.
23
35
42
51
78
83
80
82
A f r e e - t h r o w made c o u n t s , f o r one p o i n t
77
83
72
78
The game s t a r t s a f t e r t h e f i r s t b a s k e t i s made.
64
64
59
67
When a b a s k e t i s m a d e , t h e t e a m t h a t made t h e b a s k e t takes th e h a l l o u tof-bounds. 45
81
49
78
It
i s u s u a l l y w is e n o t to g e t to the h a l l h a n d le r from b e h in d .
85 P e r c e n t a g e C o r r e c t __________ Group A Group B F irst te st 45.
46.
47.
48.
49.
50.
Second test
F irst test
Second . test
When a p l a y e r c o m m i t s a f o u l , h e s h o u l d h i d e so t h a t th e o f f i c i a l s w o n 't know who c o m m i t t e d t h e fo u l. 85
80
87
89
The b a l l c o n t i n u e s i n p l a y whe n a f o u l d i s c o m m i t 64 ted .
83
77
85
One i s a l l o w e d t o t a k e th ree step s w ithout h av in g to d r i b b le th e b a ll.
65
79
66
77
A d r i b b l e r f o u l s when he ru n s i n to an opponent w ith o u t tr y in g t o avoid him .
57
69
78
77
A t i m e - o u t may b e g r a n t e d a p l a y e r o n l y when t h e b a l l i s dead or in con t r o l of h i s team .
78
75
72
66
48
35
41
A u' d o u b l e - f o u l n i s w h e n a p l a y e r c o m m i t s two f o u l s , one r i g h t a f t e r the o th er. 23-
U N IV E R S IT Y
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