relations between motoric abilities and specific motoric basketball skills in physical education...

5/24/2018 Relations Between Motoric Abilities and Specific Motoric Basketball Skills in Physical Education Classes

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(IJCRSEE) International Journal of Cognitive Research in Science, Engineering and Education

Vol. 2, No.1, 2014.

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Abstract.The aim of this study was to determine

the relation between motoric and specic motoric basket-

ball skills in physical education classes for elementary

school students. The sample was taken from apopulationof boys and girls in four elementary schools in Ni. Boys

(66) and girls (58), have been students of elementary

school, 10 years old and all of them have been attending

regular physical education classes three times a week. For

the assessment of motoric abilities, a set of 12 motoric

tests was applied: Explosive strength: squat jump, squat

jump arms swing and drop jump; Speed: 20m running

from a low start, orbiting hand and orbiting leg; Coordi-

nation: jumping over the horizontal rope, envelope test

and gure 8 with bending; Accuracy: darts, shootingwith the ball at horizontal target and stiletto. For the

assessment of specic motoric basketball skills a set ofsix tests was applied: elevations precision of ball passingwith two hands, horizontal precision of ball passing with

two hands, orbiting ball around the body, orbiting ball

through the legs (gure 8), dribble around a central

circle of the basketball court and dribble two small

eights around two adjacent circles of basketball court.In data processing canonical correlation and regression

analysis were used. The results showed that motoric

abilities signicantly contributed to success of specicmotoric tests performance both with boys and also with

girls.

Keywords: Physical education, Teaching pro-

cess, Motoric abilities, Specifc motoric basketball skills,

Students.

1. INTRODUCTION

The essence of physical educationteaching process, in addition to optimal devel-opment of anthropological characteristics ofstudents and the adoption of sport-technical

education contents, is also to act towardsincluding the process of physical exercise ineveryday life, ie. by systematic application,

physical exercise to become part of studentsvalue system. It is necessary for the process of

physical education to cause adaptive changesin motoric abilities and organic systems withstudents, especially cardiovascular and respi-ratory system, and this is only possible byadequately choosing the means of physicalexercises, using the appropriate method, load,methodical and organizational forms of work(Vinji, Jovanovi and Mileti, 2004). Thegoal of physical education teaching processis settling the basic biopsychosocial needs of

students for physical activity, the formationof proper understanding and attitude towardsthem and continuously encouraging studentsto incorporate physical activity into everydaylife and culture of living in general (Mati etal., 1992, 64).

Physical education is a complex peda-gogical process which must have been withoutmistakes. It must be performed properly dueto results we all want to see, proper growthand development of students. Through physi-cal exercises, physical abilities are methodi-cally and systematically developing, health isstrengthening, moral characteristics are devel-oping, in a word, complete person is buildingup. In order to achieve this, the student hasto be the subject of a teaching process. Forthat reason, physical education programmeneeds to be precise, the goal has to be exactlydened, every component of anthropologicalspace has to have its own place and predictionof its level it needs to be developed.

It should also have to take into accountthe the individual abilities of each student,

because since the Middle Ages, humanists-

educators have considered the harmony ofbody and spirit and that the children shouldbe treated patiently, by respecting their

RELATIONS BETWEEN MOTORIC ABILITIES AND

SPECIFIC MOTORIC BASKETBALL SKILLS IN PHYSICAL

EDUCATION CLASSES

Dr. Dejan Milenkovi, Faculty of Sport, University of Union-Nikola Tesla, Belgrade, SerbiaE-mail: [email protected]

Dr. Igor Stanojevi, College of professionals studies educators, Aleksinac, SerbiaE-mail: [email protected]

Received: May, 06. 2014.

Accepted: May, 31.2014.Original Article

UDK 796.323.2.012.1371.3::796

Corresponding Author

Dejan Milenkovi, Faculty of Sport, University ofUnion-Nikola Tesla, Belgrade, SerbiaE-mail: [email protected]
mailto:dejan_milenkovic79%40yahoo.com?subject=mailto:dejan_milenkovic79%40yahoo.com?subject=mailto:dejan_milenkovic79%40yahoo.com?subject=mailto:dejan_milenkovic79%40yahoo.com?subject=


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individuality. They also said that the physi-cal education was in the primary educationof each child as one of the components, withintellectual, moral and aesthetic education(Grandi, 1997).

The process of physical exercise cer-tainly affects changing the human abilities andqualities within anthropological space. This isfollowed by maximum adjustment to interestsand needs of students. In order to achieve this,there must be information about anthropologi-cal status of students. It includes all abilitiesand characteristics of anthropological space:morphological characteristics, motoric andsituational-motoric abilities, functional abili-ties, cognitive abilities, conative characteris-tics, etc. Knowing the structure of mentionedanthropological abilities and characteristics of

students and their development, is the basicrequirement for successful management of

physical education process.For the purpose of this study the testing

was performed, and also comparing of twoparts of anthropological space in the form ofmotoric abilities and specic motoric basket-

ball skills. Basic motoric abilities as the basisof human motorics have great impact on theirsub-variant dened as situational-motoricabilities. Specic motoric abilities are abilitiesacquired as conditional reexes and they are

relevant to a particular sport, they are madeup from exactly certain combinations of basicmotoric abilities and with smaller part fromfunctional and cognitive abilities and cona-tive characteristics (Golubovi-Jovanovi andJovanovi, 2003). Therefore, the intentionof this paper is to determine the level of thatimpact on success in results of some tests ofspecic motoric basketball skills.

2. WORKING METHOD

The sample was drawn from a populationof boys and girls in four elementary schools in

Ni. Boys (66) and girls (58), have been stu-dents of elementary school, 10 years old andall of them have been attending regular physi-cal education classes three times a week. Theaim of this study was to determine the relation

between motoric abilities and specic motoricbasketball skills in physical education classeswith both groups.

For the assessment of motoric abilities,a set of 12 motoric tests was applied: Explo-

sive strength: squat jump (SKVAT), squatjump arms swing (SKVATZ) and drop jump(DROP); Speed: 20m running from a low

start (TR20N), orbiting hand (KRUR) andorbiting leg (KRUN); Coordination: jump-ing over the horizontal rope (PRHV), enve-lope test (KOVT) and gure 8 with bending(OSMSS); Accuracy: darts (PIKAD), shoot-ing with the ball at horizontal target (GHLOP)and stiletto (STIL).

Applied set of motoric tests was takenfrom the researches of Kureli, Momirovi,Stojanovi, Radojevi and Viski-talec(1975), Bosco, Komi and Luhtanen (1983),oe and Rao (1998).

For the assessment of specic motoricbasketball skills a set of six tests was applied:elevational precision of ball passing with twohands (PER2), horizontal precision of ball

passing with two hands (PHOR), orbiting ballaround the body (KRTE), orbiting ball through

the legs (gure 8) (KRNO), dribble arounda central circle of the basketball court (SVKR)and dribble two small eights around twoadjacent circles of basketball court (SVMO).

Applied set of specic motoric basket-ball skills tests was taken from the research ofGolubovi-Jovanovi and Jovanovi (2003).

The testings were conducted at theschool gyms. Respondents were wearing ade-quate sports equipment. The following instru-ments were used:

Motoric abilities

Roller of 35 cm diameter, 40 cm highchest, stopwatch, jumping rope, seven standsof 120 cm height, elastic band, tennis balls,darts, steel measuring tape, tape measure,Chronojump system (chronopic v3.0, contact

platform, chronojump software 0.9.3).Specic motoric basketball skillsBasketballs, basketball court (length 28

m) with mounted boards, stopwatch.Data analysis was performed with the

statistical package Statistica 7.0, and canonicalcorrelation and regression analysis were used.Processing of the raw data was performed sep-arately for boys and for girls in particular, andthe results were particularly presented.

3. RESEARCH RESULTS

3.1. Canonical correlation analysis

Table 1.Canonical correlation analysisbetween motoric specic motoric basketball

skills


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Table 1 shows the level of connectionbetween the predictor set of motoric abilitiesand criterion set of specic motoric basketballskills with boys and with girls.

With boys group, one signicant canon-ical correlation of these two sets at the levelof p


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Results of regressional analysis withboys indicates a statistically signicant inu-ence of motoric abilities as a multivariate areaon most specic motoric basketball skillstests (PER2.011; KRTE.005; KRNO.001;SVKR.000; SVMO.002).

At the individual level, a statisticallysignicant relation can be seen from the fol-

lowing tests:- drop jump (DROP) has a signicantrelation with dribble around a central circle ofthe basketball court (SVKR.020);

- 20m running from a low start(TR20N) with two dribble tests (SVKR.007;SVMO.027);

- orbiting leg (KRUN) with orbitingball through the legs (KRNO.028);

- jumping over the horizontal rope(PRHV) with tests of ball manipulation

(KRTE.030; KRNO.027) and with dribble twosmall eights around two adjacent circles of

basketball court (SVMO.021);- envelope test (KOVT) with eleva-

tional precision of ball passing with two hands(PER2.045) and orbiting ball around the body(KRTE.038);

- gure 8 with bending (OSMSS) with

elevational precision of ball passing with twohands (PER2.046) and orbiting ball throughthe legs (KRNO.040);

- darts (PIKAD) with orbiting ballaround the body (KRTE.009) and two dribbletests (SVKR.017; SVMO.045);

- stiletto (STIL) with elevationalprecision of ball passing with two hands(PER2.002) and orbiting ball through the legs(KRNO.004).

Results of regressional analysis with

3.2. Regressional analysis

Table 3.Regressional analysis between motoric and specic motoric basketball skillswith boys

Table 4.Regressional analysis between motoric and specic motoric basketball skillswith girls


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girls indicate a statistically signicant inu-ence of motoric abilities as a multivariate areaon all the specic motoric basketball skillstests (PER2.041; PHOR.006; KRTE.012;KRNO.008; SVKR.000; SVMO.002).

At the individual level, a statisticallysignicant relationship can be seen from thefollowing tests:

- squat jump (SKVAT) has a signicantrelation with orbiting ball around the body(KRTE.016) and two dribble tests (SVKR.031;SVMO.025);

- squat jump arms swing (SKVATZ)with horizontal precision of ball passing withtwo hands (PHOR.047);

- drop jump (DROP) with tests of ballmanipulation (KRTE.021; KRNO.048);

- 20m running from a low start

(TR20N) with two dribble tests (SVKR.010;SVMO.008);- orbiting leg (KRUN) with orbiting

ball around the body (KRTE.047) and dribblearound a central circle of the basketball court(SVKR.031);

- jumping over the horizontal rope(PRHV) with elevational precision of ball

passing with two hands (PER2.027) and orbit-ing ball through the legs (KRNO.025);

- envelope test (KOVT) with horizon-tal precision of ball passing with two hands

(PHOR.010) and orbiting ball around the body(KRTE.024);- gure 8 with bending (OSMSS)

with elevational precision of ball passing withtwo hands (PER2.039) and two dribble tests(SVKR.027; SVMO.029);

- darts (PIKAD) with orbiting ballthrough the legs (gure 8) (KRNO.016) andtwo dribble tests (SVKR.030; SVMO.048);

- stiletto (STIL) with horizontal pre-cision of ball passing with two hands(PHOR.006) and dribble two small eightsaround two adjacent circles of basketball court(SVMO.038).

4. DISCUSSION AND

CONCLUSION

In specic motoric abilities associatedwith any sport, motoric abilities are imposedas the basis in building up the results. With alittle help of other components of anthropo-logical space, the nal formula for success isobtained.

Motoric abilities are probably the mostresearched part of anthropological space,whether considered independently (Koci,

2005; Daji, 2008; Saygin and Dkanci2009; Milenkovi and al., 2011), or com-

pared with other dimensions (Milenkoviand al., 2008, ekelji and Stamatovi 2008;Milenkovi, 2009; Popovski, 2011). In orga-nizing physical education classes, develop-ment of motoric abilities has a very important

place. They represent the existential qualitiesof man as a person, beacause of their mani-festation in work, training, competition and inother human activities.

In physical education teaching processit is necessary in order to plan the harmoniousdevelopment of motoric abilities. Due to theircomplexity and number, it is not possible toisolate the developing of each ability, becausethe impact overow of a given exercise is

being occured on other abilities. As much as

the practitioner is at a lower level of physicaltness, the impact overow will be higher. Aversatile approach to development of motoricabilities will ensure the prevention of posturaldisorders and provide good health of stu-dents. The main task is to improve, enhanceand sustain the level of physical abilities. Thesuccess of the aforementioned task seems theonly measure of teaching physical educationvaluation (Vinji, Jovanovi and Mileti,2004). The effort needed to be done to suc-cessful development of motoric abilities is

very small, taking it as a fact that number ofclasses per week is insufcient and that thereare many obstacles in the eld of conditions,

primarily infrastructure (lack of gyms andteaching means). However, even with thesedifculties, lecturer should not be wrapped upwith resignation and disinterest, because hisrole as an educator would be defeated. In thisregard, each class must represent the time fordeveloping motoric abilities, and therefore theimpact on other parts of anthropological spaceof each student organism.

Good organization of physical educationclass provides good results in development ofmotoric abilities of students asevidenced bymany studies(Jovanovi, 1999; Bigovi 2004;Daji, 2008; Dibri, Pojski and Huremovi2009; Klinarov, Nikovski and Aceski 2010;Milenkovi, 2013). By good organizationof the class, all aspects presented within theobjective of physical education teaching can

be fullled: settling the need for physical activ-ity, the formation of proper understanding andattitude towards physical activity and encour-aging the incorporation of physical activity

into everyday life and culture of living.This research was carried out in physi-

cal education classes with male and female


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students in fourth grade of elementary school.After testing, the two parts of anthropologi-cal space in the form of motoric and specicmotoric basketball skills were compared.The aim was to determine the impact level ofmotoric abilities on success in results of some

specic motoric basketball skills. As in manyother studies, success of specic motoric bas-ketball skills is highly dependent on the levelof motoric abilities. Therefore, even this timeit could be determined how signicant humanmotorics could be on other dimensions ofanthropological space.

Conict of interests

Authors declare no conict of interest.

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