Comparative analysis of flipped learning versus traditional teaching methods in basketball technical ınstruction: Effect on students' psychomotor achievement levels

Abstract

This research was conducted during the 2023-2024 academic year with the participation of 30 students (16 female, 14 male) enrolled in the Physical Education and Sports Teaching Department at Gazi University. Before the study, both experimental and control groups underwent a pretest assessment. The experimental group received conventional basketball classes along with a structured 6-week program consisting of educational videos and informational cards prepared by the researcher. These materials were shared with the participants via a mobile application (WhatsApp group). According to the statistical analysis of the pre-and post-test results, it was revealed that the participants in the experimental group demonstrated significant improvements in psychomotor skills compared to the control group. Specifically, the experimental group exhibited a substantial increase from the mean scores in the pre-test (2.81 ± 0.978) to the post-test (3.67 ± 1.080), indicating a statistically significant difference between them (t=4.235, p<0.05). Similarly, the control group also showed a significant increase from the mean score in the pre-test (1.91 ± 0.774) to the post-test (2.46 ± 0.724) (t=3.335, p<0.05). The findings suggest that the participants in the experimental group demonstrated significant improvements in various basketball skills after the six-week program. Overall, both teaching methods were statistically effective in enhancing basketball skills (p<0.05). In conclusion, both methods were statistically effective in improving basketball skills. Despite the statistically significant increase in certain psychomotor skill levels (such as left-handed spin moves, cuts, and change of direction) in favor of the experimental group, it can be concluded that both flipped learning and traditional methods effectively teach basketball skills.