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Using Computer-Based Instruction For Improving Defensive Skills in Novice Basketball Players
Kristi Allen, Phyllis King, Katie Reed, Korey Risley
Using Computer-Based Instruction For Improving Defensive Skills in Novice Basketball Players
Kristi Allen, Phyllis King, Katie Reed, Korey Risley
Allen, K., King, P.,
Reed, K., & Risley, K. (2017). Using
Computer-Based Instruction For Improving Defensive Skills in Novice Basketball
Players. Journal of Training,
Design, and Technology, 1(1), 31-36.
Abstract
This paper explores the use of computer-based instruction
(CBI) to instruct novice learners in defensive aspects of the game of
basketball. Traditionally, sports are
presented and instructed by means of a face-to-face, or “hands on” approach. Nonetheless, the use of CBI in correlation
with physical sports can be very valuable, especially in learning the rules of
the game, or in understanding the strategic elements of the game. Herein is presented a computer-based learning
module that offers beneficial instruction for young players towards developing
better understanding as a defender. In
addition, this same module may be used to improve an offensive player’s
recognition of defensive schemes as well.
In using this module, it is believed that the training from both
perspectives will serve to improve the basketball competence of novice players.
Introduction
As the sport of basketball continues to grow in popularity
with children, more and more youth leagues have arisen, giving an opportunity
for children and youth to learn the basics of the game. However, because of limited training time,
most of the initial training in these early years focuses on the offensive side
of the game, as aspiring players learn to shoot, pass, and dribble a
basketball. For this reason, training in
the important aspects of defensive play often tends to be less intentional,
leading to underdeveloped skills.
The Computer-Based Instruction
The solution to this instructional problem is a
computer-based learning module designed for younger learners that show
above-average interest in the game of basketball. The module will introduce the main types of
defensive schemes found in the game of basketball in an enjoyable way, using
easy-to-understand visuals to help novice players to recognize these
schemes. Once the learner has finished
with the instructional portions, he or she will have the opportunity to use
that new knowledge to identify defensive schemes illustrated in pictures or
video clips (Human Kinetics, 2012; Quinn, 2016).
The target audience of this learning module is composed of
novice basketball players that have an intentional desire to improve their
defensive skills. The instructional
setting should be informal, in which the learner can proceed through the module
at his or her own pace, available through a home computer or portable device.
Reasons for Using Computer-Based Instruction
For this project, computer-based instruction was chosen for
several reasons. First, this learning material is made primarily for a younger
audience. The research team reasoned
that most children or adolescents have access to a mobile device, which
facilitates the presentation of the content.
Additionally, children need repetition to learn a concept.
Computer-based instruction allows the learner to go through the content as many
times as needed to understand the material.
When teaching a concept like basketball, you have to have visuals for
the learner. It is not always convenient
to demonstrate those skills with live people, but with this type of instruction
the content is always available. In
other words, CBI is limitless in how much it is used, and how often it is
accessed; no human resources are needed for instruction.
Like all good instruction, the module has been developed
with the learner in mind. It allows a
user to learn at his or her own pace as well as review when necessary. The training also will provide immediate
feedback for the learners and is considered a safe environment; there are no feelings of judgement as the
learners are being evaluated on the content.
Advantages and Disadvantages of CBI
for This Instruction
Computer-based instruction benefits this training because it
has unlimited access from home or on the go, it can reach an unlimited amount
of people, appeal to learners with different learning style preferences, and is
very cost effective. Some of the
disadvantages to using a CBI to teach this content is the learning objectives
are a part of a sport which requires physical participation. Although part of the basketball game is
considered “mental,” the player has to experience what has been learned in the
game environment. When playing this fast paced sport, most players have to
develop their knowledge skills while practicing. Also, the CBI could confuse some with the
terminology used. For example, some call
the “player-to-player” defense “man-to-man.”
For novice basketball players, this could be very confusing.
Making CBI Effective Through Cogent
Instructional Strategy
While it is true that the training or coaching of the game
usually is done face to face, it is not impossible to teach the game using a
CBI platform. In approaching this
particular problem, a computer-based learning module was developed, using
Gagne’s Nine Events of instructions (Figure 1) as a basis (Pinfan & St.
Amant, 2010). With Gagne in mind, the
module was designed with intentionality, providing instruction that facilitates
the learner’s attention, punctuated with fun, interactive knowledge
checks.
Figure 1
In the initial developmental stage, storyboards were
generated to plan every aspect of the tutorial.
In keeping with Gagne’s principles, the module was designed to grab the
learner’s attention right away. A short,
fast-paced video was used to introduce the learner to the defensive aspect of
the game of basketball, using defensive highlights from the legendary Michael
Jordan (Medestinier, 2008).
In planning the structure of the module, clear objectives
for the learner were presented without delay, on the second slide, while simple
navigation pathways to the instructional portions respective to the objectives
were simultaneously available. Following
a segmentational principle, the instructional portions of each objective were
presented efficiently, using only a handful of slides per section. Visual and verbal instructions were given to
make the most of the teaching opportunity on each slide, while care was taken
to minimize the risk of cognitive loading.
Specific goals were placed before the learner in each instructional
section, culminating in a brief knowledge check to assess retention. Here, the principle of “assess early and often”
was observed as well, since multiple assessment opportunities were present
throughout the module. Additionally,
immediate feedback was given following each assessment attempt, correlating to
the learner’s success or temporary failure.
Finally, the principle of incorporating real-world situations was
present in testing the learner’s recognition of a defense from video taken
during an actual game (Tulsa Hoops, 2016).
Implementation of Multimedia
Principles
The Multimedia Principles are a set of guidelines that are
generally followed when creating multimedia presentations, such as CBI.
Although there are always exceptions, using the Multimedia Principles during
development can be beneficial to the learner and help to create more effective
instruction. There are 12 basic principles, and many of them were used as the
CBI was developed (Moreno & Mayer, 2000).
Multimedia Principle: Throughout the instruction, words and
relevant graphics were used together, instead of using only words. Screens were
titled, and all other words were presented through the narration. This gave the
learner a visual representation of the content being explained through the
narration. As seen below (Figure 2), a demonstration of the proper defensive
stance was shown. Narration explained the stance, so the learner could both see
and hear how the stance should look.
Figure 2
Modality Principle: Throughout the CBI, content was
presented through graphics and narration, rather than graphics and text. The learner was able to visually focus on the
graphics and listen to the narration instead of having to choose whether to
visually focus on the graphics or on screen text. In the example below (Figure
3), an animation was used to demonstrate a zone style defense. The learner was
able to watch the animation and simultaneously hear an explanation of the zone
defense.
Figure3
Redundancy Principle: In order to reduce the cognitive
overload of the learner, graphics and narration were used simultaneously, rather than graphics, narration and on-screen
text. Excluding the title of the screens, the on-screen text was limited so as
not to be repeated through the narration (Figure 4).
Figure 4
Coherence Principle: More is not always better. During the
CBI, any unnecessary words, pictures and sounds were left out. As seen on the
screen below (Figure 5), a basic image of the Man-to-Man defense was given,
along with narration to explain of the setup of the players. The image was kept
simple so as not to overwhelm the learner with too much information at once and
present too much to divert the learner’s attention from the content.
Figure 5
Voice Principle: The narration was presented in a calm,
soothing voice. The speaker’s tone and expression had a quality of playfulness
and portrayed a confidence in the learner’s ability to do well.
Segmenting Principle: The lesson was chunked into manageable
sections determined by each learning objective. Sections were kept relatively
short, with an oral explanation and corresponding visual and then a real world
example. After the content was presented for each section, the learner was
given a chance to practice the skill before moving on to the next section or
objective. Additionally, the learner had the option to move along at his or her
own pace. From the objectives screen, the learner could click on a specific
objective to go straight there. Each page was equipped with a “Home” button
that brought the learner back to the objectives page, as well as “Back” and
“Next” buttons to move along as necessary (Figure 6).
Figure 6
Discussion
In a series of informal field tests, students of varying
basketball skill levels were asked to examine the Become a Better Defender
module and assess its merits. The
students ranged in ages from eight (8) to eighteen (18). In all, nineteen (19) students were involved
in evaluating the module, and the results were very positive. Even students who were more experienced in
the game of basketball expressed appreciation for the simplified graphics and
phrasing that were used to introduce defensive concepts to beginners in the
game. Without doubt, the feedback from
students with little to no basketball experience conveyed positive recognition
of the concepts that were presented.
Candidly, among the participants with limited experience, there were
many verbal expressions of sudden clarity and comprehension during the
presentation. A few of the participants
were altogether unfamiliar with the game, yet demonstrated excitement with the
realization that the grasping of the concepts was attainable. These new learners approached the knowledge
checks with great enthusiasm and eagerness, which was inspiring to
observe. The great majority of the
participants found the module easy to navigate, and the concepts clearly
presented.
Conclusions and Recommendations
This module represents a great opportunity for the inclusion
of CBI with physical activities or games with definite fundamental or strategic
components. Whereas this module was
produced with the novice in mind, other modules can easily be developed to
harmonize with this one. For example,
other modules could be developed with more in-depth presentation of the
minutiae of a particular defensive set, or the details of a specific offensive
play. In any case, the CBI can be used
in tandem with physical practices in such a way so that a coach or instructor
could give access to instruction at any time of day, not just during physical
practice time. The videos in this
module can easily be replaced with more personalized videos, perhaps ones of
the particular team using the module.
This allows them the opportunity to reinforce training, by seeing
themselves performing a certain skill properly while studying a specific aspect
of the game.
As in the case with this research team, having subject
matter expertise allows great freedom; the only limits to expanding the
instruction are the ones that are self-imposed.
References
[Medestinier]. (2008, January 13). The best defender in the game. [Video file]. Retrieved from https://www.youtube.com/watch?v=f4gigN2zMU4&t=142s.
[Human Kinetics]. (2012, March 22). Morgan Wootten basketball--1-2-2 zone offense. [Video file].
Retrieved from https://www.youtube.com/watch?v=-8GXbQv2edw.
Moreno, R., & Mayer, R. E. (2000). A coherence effect in
multimedia learning: The case for minimizing irrelevant sounds in the design of
multimedia instructional messages. Journal of Educational Psychology, 117-125.
Pinfan, Z., & St. Amant, K. (2010). An Application of
Robert Gagné's Nine Events of Instruction to the Teaching of Website
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Quinn, P. [CoachPeteQuinn]. (2016, April 22). Newberry College Men's Basketball - Man to
Man Defense. [Video file]. Retrieved from https://www.youtube.com/watch?v=LGe56wv8M8g&t=32s.
[Tulsa Hoops]. (2016, March 27). Virginia Offense vs. Syracuse 2-3 Zone 1-24-16. [Video file].
Retrieved from https://www.youtube.com/watch?v=EGT8qhKyp3c.
