Abstract

The purposes of the current study were to verify the correlation between product and process performance of basketball passing and shooting skills and to examine the effects of TGfU intervention in a basketball camp format on process and product performance of these skills in children. Participants included 18 novices (age: M = 10.89, SD = 1.02 years old) in basketball. They participated in 22.5 hours of TGfU training over five consecutive days and completed pre and post assessments. Data were collected using process and product assessments, and a declarative knowledge questionnaire. Results showed no correlation between the dependent variables. Significant differences between pre- and posttest were found only for process performance of passes, product performance of shooting in game context, and declarative knowledge of both skills. No differences were found for product-oriented assessment of shooting and passing isolated skills. Therefore, it was possible to conclude that the use of process and product assessments to evaluate sport-specific skills after a TGfU intervention in a basketball camp may provide different and complementary information about performance levels in teaching – learning process.

Resumen

En este trabajo se verificaron a) la correlación entre el rendimiento del producto y el proceso del pase y lanzamiento en baloncesto, b) los efectos en el rendimiento del proceso y producto de estas habilidades. Se aplicó un proceso de intervención con base en los principios de la enseñanza por la comprensión - TGfU - en un campamento de baloncesto. Participaron del entrenamiento 18 niños (edad: M = 10.89, SD = 1.02 años) novatos en baloncesto. El programa tuvo una duración de 22.5 horas en cinco días consecutivos con diseño de pre y pos test. Se evaluó el proceso y el producto del pase y lanzamiento de forma aislada y en situación de juego de 3 vs. 3. Se aplicó también un cuestionario de conocimiento táctico declarativo. Los resultados no mostraron correlación entre las variables dependientes de pase y lanzamiento (producto y proceso), y conocimiento declarativo. Se encontraron diferencias significativas entre el pre y el post test solo para el proceso en el pase y el producto en el lanzamiento en contexto de juego y conocimiento declarativo de las habilidades de lanzamiento y pase. No se encontraron diferencias para la evaluación orientada al producto en las habilidades aisladas de lanzamiento y pase. Se concluye que el uso de evaluaciones tanto del proceso cuánto del producto para habilidades específicas, después de un programa de intervención como el TGfU en un campamento de baloncesto, puede proporcionar informaciones diferentes y complementarias sobre los niveles de rendimiento en procesos de enseñanza – aprendizaje.

https://doi.org/10.5232/ricyde2019.05606

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