The Effect of Model-Based Basketball Teaching on Psychomotor Learning

This study aimed to examine the effects of the Flipped Learning Model and the Tactical Games Model on the psychomotor learning levels of primary school students in basic basketball instruction. A quasi-experimental pre-test–post-test design was used. The sample consisted of 24 students (18 females, 6 males) from 5th and 6th grades in Sultandağı, Afyonkarahisar, during the 2023–2024 academic year. Students participated in a 12-week basketball training program. Data were collected using the “Psychomotor Achievement Observation Form in Basketball” (Savaş, 2016) and analyzed using SPSS. Normality tests were applied, followed by Dependent Samples T-Test for within-group comparisons and Independent Samples T-Test for between-group comparisons. Both the Flipped Learning group (n=12) and the Tactical Games group (n=12) showed statistically significant improvements from pre- to post-test (t=-16.538 and t=-10.970, respectively; p≤0.05). However, the comparison between the two groups showed no statistically significant difference in outcomes (t=0.12; p>0.05), despite mean scores being similar (Flipped: x̄=53.58; Tactical: x̄=53.08). These findings suggest that both teaching models positively influence psychomotor learning in basic basketball, yet neither model proved superior. The results underscore the potential of both approaches in physical education to enhance students’ psychomotor development.

Keywords: Flipped learning model, Tactical games model, Teaching models, Physical education and Sport, Basketball.