Skort Title: Robert Eric Berlaua, Pros;Ruaed Iutructioa !,!!! 2!, !Eachi!C 2! Baalretball Skil.L.A Robert E

Skort Title: Robert Eric Berlaua, Pros;ruaed Iutructioa !,!!! 2!, !eachi!c 2! Baalretball Skil.l.a Robert E. Berkman An Experimental Study of the Use of the Principles of Programmed Instruction to the Teaching of Basketball Skills Department of Education Master of Arts AN EXPERIMENTAL STUDY OF THE USE OF THE PRINCIPLES OF PROGRAMMED INSTRUCTION TO THE TEACHING OF BASKETBALL SKILLS A Thesis Presented to the Faculty of the Graduate School of McGill University In Partial Fulfillment of the Requirements for the Degree Master of Arts by RobertE. Berkrnan October 1966 ACKNOWLEDGMENT The writer of this thesis would like to extend his gratitude to Professor Reginald Edwards for his valuable assistance in this under taking. A note of thanks is also in order to the boys who participated in the experimentas well as to the statisti.cians who helped in the tabulating of the re sults. TABLE OF CONTENTS CHAPTER PAGE I. INTRODU CT!ON. • • • • • • • • • • . 1 II. A REVIEW OF THE LITERATURE • 10 A Brief History of Programmed Learning • • 10 Princip1e s of Programmed Instruction 10 Size of Step • • • . 13 Logica1 Sequence • • . 16 Constructed Re sponse s • . 18 Immediate Feedback . 19 Reinforcement • • . zo Wor k at Own Pace ............. zz 1 Summary •••• •• . Z3 Common Practices in Basketball Coaching • • • • • . • . Z3 Attempts to Use Programmed Instruction to Teach Physica1 Skills • • • • • • • • • Z7 m. THE APPLICATION OF THE PRINCIPLES OF PROGRAMMED LEARNING TO THE TEACHING OF AN OFFENSE PATTERN IN BASKETBALL • • • • • • . • • Z9 A Review of the General Princip1es . Z9 iv CHAPTER PAGE Small Steps--Few Errors . Z9 Logical Sequence • 30 Overt Responses • . 31 Immediate Feedback . 31 Reinforcement • . 33 Self -Pacing • . .• . • .• • • • . • • • 34 A One-Three-One Continuity Offense • • 34 Training the Wing Man to Receive the Pas s . • • . 37 Individual Offensive Moves of the Wing Man • 43 The cross-over • . 43 The up and under . 45 The rocker step • • • • • 46 The reverse • . 48 The back-door . 49 Training the Passer • • • • • • • • • • . • 50 Training the Point Man. 53 Pas sing From the Wing Position • • • • • 58 Coordination of Move s Between the Wing Man and Point Man • • • • • • • • • • • 59 v CHAPTER PAGE Training the High-Post Man • • • • . 59 The high-post man as a picker • • 60 Offensive moves of the high-point m.an •• 63 Pas sing to the High-Post Man . • • • 67 Training the Low-Post Man •• . 68 Offensive moves of the low-post man. • • 68 Passing to the Low-Post Man • • • • • • • 70 The Coordination of the Team • . 71 Sum.mary • • • • . • • • • • • . 71 IV. DESIGN OF THE ·EXPERIMENT • . 72 Equalization of Groups. • . .. 73 Training Procedures • • . • • . 75 Criteria for Measurement. of Sucees a •• 76 Equalization of Offensive Opportunity • • • • 80 Measuring the Criteria of Performance • . 81 Statistics and their Operation • • . • • • • 82 v. RESULTS: THEIR INTERPRETATION AND DISCUSSION • • • • • • • • • • • 81 Table of Re sults • • • • • • • • • • 83 Analysis of Resulta • • •· . • • • 84 vi CHAPTER PAGE Number of Shots Taken • • • • • • • • 84 Number of Shots Within Fifteen Feet of the Basket • • • • • • • • • 85 Number of Baskets Scored •• • • • • • 87 Number of Losses of the Ball • • . 88 Implications of Resulte • • • • • . 89 Weaknesses in the Experimentation • • • 91 The Ro1e of Intelligence • • • . 91 Retention of Learning • • • . ., . 92 The Factor of Height • • • • • • • • . 94 Sugge etions for Improvement and for Extension • • • • • • • • • • • • • • • 94 VI. SUMMARY AND CONCLUSIONS • • • • • 97 BIBLIOGRAPHY • • • • • • • • • • • • • • • • • • • . 101 APPENDIX A. Basketball Shot Chart • . 110 APPENDIX B. Basketball Standard Chart • . 111 INDEX Glossary of Terme • • • • • • • • 112 CHAPTER 1 INTRODUCTION Many claims have been made in recent years of the success of programmed instruction in increasing the rate of learning, or in decreasing the amount of time necessary for the mastery of facts, or in securing the retention of the knowledge of a given set of facts for a longer period of time. Sorne of the results claimed have depended upon the use of teaching machines, or other deviees; sorne have depended upon the use of programmed texts. In the early stages of the development of such teaching machines, and programmed texts, the programs constructed were produced by the psychologists who were respons- ible for the development of the machines or the texts. Gradually it was accepted that the best programs were those constructed by individuals who were expert in the subject matter which the machines or programs purported to teach. This stress on subject matter has tended to grow, and there has been a corresponding lack of interest in the construction of programs for the teaching of physical or motor skills. It is interesting to note, however, that one of the earliest programs 1 produced for use with the Tutor Teaching Machine was one designed to 1Tutor Machines, U. S.l. Western Design & Electronics, Goleta, California: U. S. I. Western Design & Electronics. z teach golfers how to improve their game. It must also be noted that z the earliest deviee developed by Pask was one for the teaching of keyboard skills, whilst a later one was concerned with aspects of airplane control during bombing attacks. On the whole, however, there bas been a serious neglect of the use of such methods for teaching physical ski.lls. If, as its supporters claim, there are principles of programming which can be stated, and utilized for the construction of programs, as 3 for example the Ruleg system advocated by Glaser, then it is legiti- mate to assume that sorne, or all, of these principles should be applicable to the teaching of skills not necessarily requiring verbal knowledge. If the principles are not applicable to the development of physical skills, then the possibilities of programmed instruction must be correspondingly restricted. As a first step, therefore, in the attempt to apply the principles of programmed instruction, there must be an attempt to find, and to state the se principle s. It is equally important that the expert who relates the principles of programming to physical 2 G. Pask, 11 Electronic Keyboard Teaching Machines," in A. A. Lumsdaine and R. Glaser, Teaching Machines and Programmed Learning: ASourceBook(Washington: D.A.V.I., N.E.A., 1960), PP• 336-348. 3 R. Glaser, "The Ruleg System for Programme Writing, 11 (Pittsburg, Pa.). (Mimeographed.) 3 skills should have detailed knowledge of the physical skills which are to be taught. If the skills are to be related to performance in one of the athletic fields, it is necessary to be able to state the aims and purposes of the particular skills sought in that particular athletic field. lnterest in basketball, and its coaching, led to the present inquiry into the feasibility of applying the principles of programmed instruction to the coaching of certain skills required in playing basket baU. From the whole range of activities possible in this game, it was decided to concentrate on those activities directly related to what is conventionally known as an "offensive pattern" in basketball, and from within the many such patterns which have been extolled, and used, by nationally known coaches, one such offensive pattern was selected, the teaching of which one might apply the principles of programmed learning. It would be naive to assume that if it becomes possible to apply such principles to the coaching of an offensive pattern in basketball that all aspects of that pattern would be improved. It would be necessary to specify those ar.eas in which improvement would be shown, and even more importantly, in which improvement could be measured in some quantitative terms. Certain criteria for success must therefore be determined. If the se could be determined by some one not taking part 4 in the experiment, so much the better. In an experiment which may be the first of its kind, and certainly one which is very much a pilot investigation, this is not always possible. Therefore, attempts will be made to demonstrate that criteria which are based upon the number of shots taken, the number of shots within fifteen feet of the basket, the number of shots made, are good positive criteria for any measure of success, while a low number of losses of the baU due to bad passes, and the number of losses of the baU due to violatians might also be related to criteria of success. For the purposes of experiment, it is necessary to have two groups, an experimental group and a control group of boys each of the same general characteristics, and closely matched in those character istics known to be related to success in basketball, the matching being made, preferably by some one not taking part in the investigation. As this is not possible, the method of matching will be clearly stated, and the attempts at objectivity of matching will be shown. The boys in ques tion will all be between twelve and fifteen and will be volunteers in a summer basketball coaching program. They will all have had previous knowledge and experience of the game. If many such groups were available, and many teachers, it would be possible to randomize the methods of teaching among the various 5 teachers. When a single teacher must separately teach two groups, each by a different method, and even more, when that teacher has already hypothesized that one program of teaching might well pro duce better resulta than the other, a great deal of subjective bias might enter into the experiment. Conclusions, even striking conclu sions, based upon such an experiment must, therefore, be treated with the necessary amount of caution and reserve, but this caution ~hould not preclude the attempt from being made. The control group would be taught by a conventional method, that ià, one with which the teacher was already familiar and which had been used many times in the past, and in the technique of the teaching of which he may be considered quite proficient. In this method, the offensive pattern is learned in its entirety as a single operation, and it is practiced in this way from the beginning of the training period.

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