Analysis of Declarative and Procedural Knowledge According to Teaching Method and Experience in School Basketball

Analysing declarative and procedural knowledge in sport makes it possible to evaluate the students’ acquisitions learning process. This study aimed compare acquisition of after implementation several intervention programmes school basketball, according methodology prior experience students. A total 55 students from sixth year primary education took part study, distributed into three groups. Each group participated a different programme: tactical games approach (TGA), direct instruction (DI) or service teacher’s basketball unit (STBU). The level was measured using Test Declarative Procedural Knowledge Basketball (TDPKB). descriptive analysis performed determine participants’ characteristics. factorial ANOVA subsequently applied two phases (pre-test post-test) for independent samples among groups, t-test related pre–post within each group. Then, test repeated measures were carried out effect on knowledge. results indicate that TGA, DI STBU induced improvements levels all with who TGA programme achieving higher Finally, absence practical identified as determining factor improvement. had not previously practised achieved programme.