Effects of observing real, animated and combined model on learning cognitive and motor levels of basketball jump shot in children

Abstract

Abstract Study aim: The purpose of the present study was to investigate the effects of observing the real, animated and combined model demonstrations on cognitive and motor learning of a basketball jump shot. Material and methods: Forty-five subjects with mean age of (11.03 ± 1.7) were randomly divided into three groups: real, animated and combined model demonstrations. Subjects were asked to perform basketball jump shot task during a four-step process. In total, participants shot 150 shots (10 shots in the pretest, 120 shots and 40 observations in the practice phase, and 10 shots in the posttest and the retention test). Accuracy scores and cognitive status were assessed as dependent variables. Results: Results showed that observation of real, animated and combined model demonstrations had significant effects on motor and cognitive learning of a basketball jump shot. Moreover, there was no significant difference between observing animated model and real model demonstrations at motor level, however, animated model demonstration group performed better than real model group at cognitive level. Finally, combined model demonstration group performed better than both animated and real model demonstrations groups. Conclusions: Results suggested that observing animated model demonstration is an appropriate approach for learning basketball jump shot even in children. It is also recommended to use animated model demonstration as a complement to real model.