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Analysis of Declarative and Procedural Knowledge According to Teaching Method and Experience in School Basketball

Author

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  • María G. Gamero

    (Optimisation of Training and Sports Performance Research Group (GOERD), University of Extremadura, 10003 Cáceres, Spain
    Faculty of Education, University of Extremadura, 06006 Badajoz, Spain)

  • Juan M. García-Ceberino

    (Optimisation of Training and Sports Performance Research Group (GOERD), University of Extremadura, 10003 Cáceres, Spain)

  • Sergio J. Ibáñez

    (Optimisation of Training and Sports Performance Research Group (GOERD), University of Extremadura, 10003 Cáceres, Spain
    Faculty of Sports Science, University of Extremadura, 10003 Cáceres, Spain)

  • Sebastián Feu

    (Optimisation of Training and Sports Performance Research Group (GOERD), University of Extremadura, 10003 Cáceres, Spain
    Faculty of Education, University of Extremadura, 06006 Badajoz, Spain)

Abstract

Analysing declarative and procedural knowledge in sport makes it possible to evaluate the students’ acquisitions in the learning process. This study aimed to compare the acquisition of declarative and procedural knowledge after the implementation of several intervention programmes in school basketball, according to the methodology and prior experience of the students. A total of 55 students from the sixth year of primary education took part in the study, distributed into three groups. Each group participated in a different intervention programme: tactical games approach (TGA), direct instruction (DI) or service teacher’s basketball unit (STBU). The level of knowledge was measured using the Test of Declarative and Procedural Knowledge in Basketball (TDPKB). A descriptive analysis was performed to determine the participants’ characteristics. A factorial ANOVA was subsequently applied in two phases (pre-test and post-test) for independent samples to compare the level of knowledge among the different groups, and a t-test for related samples was performed to compare the pre–post knowledge level within each group. Then, a factorial ANOVA and a test of repeated measures were carried out to determine the effect of the methodology and experience on the students’ knowledge. The results indicate that the TGA, DI and STBU intervention programmes induced improvements in the levels of declarative and procedural knowledge in all the groups, with the students who participated in the TGA programme achieving higher levels of declarative knowledge. Finally, the effect of the absence of practical experience was identified as a determining factor for improvement. The students who had not previously practised basketball achieved higher levels of knowledge with the TGA intervention programme.

Suggested Citation

  • María G. Gamero & Juan M. García-Ceberino & Sergio J. Ibáñez & Sebastián Feu, 2021. "Analysis of Declarative and Procedural Knowledge According to Teaching Method and Experience in School Basketball," Sustainability, MDPI, vol. 13(11), pages 1-16, May.
    • Handle: RePEc:gam:jsusta:v:13:y:2021:i:11:p:6012-:d:562945
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    References listed on IDEAS

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    1. Juan M. García-Ceberino & María G. Gamero & Sebastián Feu & Sergio J. Ibáñez, 2020. "Differences in Technical and Tactical Learning of Football According to the Teaching Methodology: A Study in an Educational Context," Sustainability, MDPI, vol. 12(16), pages 1-14, August.
    2. Juan M. García-Ceberino & Sebastián Feu & María G. Gamero & Sergio J. Ibáñez, 2021. "Pedagogical Variables and Motor Commitment in the Planning of Invasion Sports in Primary Education," Sustainability, MDPI, vol. 13(8), pages 1-17, April.
    3. Sebastián Feu & Javier García-Rubio & María de Gracia Gamero & Sergio J Ibáñez, 2019. "Task planning for sports learning by physical education teachers in the pre-service phase," PLOS ONE, Public Library of Science, vol. 14(3), pages 1-18, March.
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    Cited by:

    1. María G. Gamero & Juan M. García-Ceberino & Sergio J. Ibáñez & Sebastián Feu, 2021. "Influence of the Pedagogical Model and Experience on the Internal and External Task Load in School Basketball," IJERPH, MDPI, vol. 18(22), pages 1-18, November.
    2. Ionela Cristina NAE, 2021. "Basketball in the primary school physical education lesson," Marathon, Department of Pshisycal Education and Sport, Academy of Economic Studies, Bucharest, Romania, vol. 13(2), pages 73-79, December.
    3. Juan M. García-Ceberino & Sebastián Feu & María G. Gamero & Sergio J. Ibáñez, 2023. "Structural Relationship between Psychological Needs and Sport Adherence for Students Participating in Physical Education Class," Sustainability, MDPI, vol. 15(12), pages 1-10, June.

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