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1- University of Tehran
Abstract:   (117 Views)
Introduction: Given the importance of skillful performance in sports, research focused on predicting and perceiving decision-making is increasing. Various intervention programs have been proposed to improve the quality and accuracy of athleteschr('39') decision-making. Therefore, educators try to provide information to the learner through descriptions, verbal instructions, and modeling and are always looking for ways to convey this information in the best possible way. The aim of the present study was to compare the effectiveness of instructional, instructional + modeling, and instructional + implementation methods on the speed and accuracy of female basketball playerschr('39') decision-making. Methods: For this purpose, 36 female basketball players present in Tehran Province League competitions with an average age (24.49 ± 1.7) years participated in the present study, and were divided into three groups (each group=12) based on the scores of the speed and accuracy decision-making pre-test. The pre-test phase consisted of 15 slides showing different arrangements of attackers and defenders. Each slide was photographed from the attackerchr('39')s point of view, containing a correct answer (dribble, shot, or pass). The slides were displayed on a laptop equipped with accuracy and decision speed measuring software. Scores were based on the accuracy (maximum correct answer) and speed (minimum response time) of the participantschr('39') decision-making in choosing the answer. The training phase lasted for 3 sessions of 15 minutes. At this stage, group 1 was given only verbal instructions, group 2 was given verbal instructions with 15 slides, and group 3 was given verbal instructions with performances on the ground; At the end of the last training session, post-test and after 24 hours, retention test was taken. It should be noted that in all stages of training, the team coach was present with the researcher. Result: One-way ANOVA test was used to examine the differences between the groups in the pre-test of accuracy and speed of decision making. The results showed that there was no significant difference between the groups in none of the variables of accuracy (P = 0.981) and accuracy (P = 0.7).The results of mixed analysis of variance in each of the variables of speed and accuracy decision-making showed that the accuracy in the groups of instruction + modeling and instruction + implementation increased from pre-test to retention (P <0.05) and the accuracy of instructional + implementation group in post-test and retention was higher than the instruction group (P <0.05). Also in decision speed, although all groups showed an increase in speed, but no difference was observed between the groups (P <0.05). Conclusion: Skilled players have the ability to receive the most important information from dynamic patterns during the game; The terms of the instruction and the instruction + modeling seem to impose restrictions on the use of related environmental cues and peripheral visibility, in comparison with the terms of the instruction + implementation. Restricting skilled players to explicit learning affects their potential perceptual-motor abilities gained through experience. Therefore, coaches are advised to use the implementation method instead of instructions and modeling to teach tactics.
     
Type of Study: Research |
Received: 2021/06/25 | Accepted: 2021/11/30 | Published: 2022/01/18

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