The Role of the Jigsaw Technique in the Basketball Development of Middle School Students: Cognitive, Affective and Psychomotor Domains

Abstract

We examined the impact of different instructional models on the cognitive, affective, and psychomotor development of 8th-grade middle school students in the context of basketball instruction. The research was conducted with a quasi-experimental pre-test/post-test control group design. For data collection, the Basketball Knowledge Test was used for the cognitive domain, the Attitude Towards Basketball Scale for the affective domain, and the Basketball Fundamental Offensive Skills Graded Scoring Key for the psychomotor domain. We carried out all study procedures at a state school in Mersin province, selected based on suitable physical and environmental conditions, during the fall semester of the 2024-2025 academic year. The study group consisted of two different 8th-grade classes, each with 30 students. The Jigsaw Technique, largely based on the Collaborative Teaching Model (CTM), was applied to the experimental group, whereas the control group received instruction based on the Direct Instruction Model (DIM) (e.g., command, drills). During the eight-week intervention, instruction in the fundamental offensive basketball skills of chest pass, shooting, and layups was provided in physical education lessons within sports curriculum. A Mixed-Design ANOVA was used to analyze the research data; the assumptions of normality and homogeneity of variance were tested prior to the analysis. Comparative tests showed that Jigsaw technique produced significantly greater improvements across three domains, namely cognitive (η²=.50), affective (η²=.68), and psychomotor (η²=.83), as compared to DIM. In conclusion, the Jigsaw Technique, as part of the CTM, is a more effective method for supporting cognitive, affective, and psychomotor development in basketball instruction.

Keywords

• Jigsaw
• cognitive domain
• affective domain
• psychomotor domain
• collaborative learnign
• basketball

Ortaokul Öğrencilerinin Basketbol Gelişiminde Jigsaw Tekniği’nin Rolü: Bilişsel, Duyuşsal ve Psikomotor Alanlar

Öz

Bu araştırmada, ortaokul 8. sınıf öğrencilerinin bilişsel, duyuşsal ve psikomotor gelişim alanlarında, basketbol öğretiminde tercih edilen farklı öğretim modellerinin etkisinin incelenmiştir. Araştırma, yarı deneysel desenlerden ön test-son test kontrol gruplu model ile yürütülmüştür. Veri toplama sürecinde; bilişsel alan için Basketbol Bilgi Testi duyuşsal alan için Basketbola Yönelik Tutum Ölçeği’’ ve psikomotor alan için ‘’Basketbolda Temel Hücum Becerileri Derecelendirilmiş Puanlama Anahtarı kullanılmıştır. Araştırma, 2024-2025 öğretim yılı güz döneminde, uygun fiziki ve çevresel koşullar dikkate alınarak Mersin iline bağlı bir ortaokulda gerçekleştirilmiştir. Araştırma grubu, her biri 30 öğrenciden oluşan iki farklı 8. sınıf şubesinden oluşmaktadır. Deney grubuna, İşbirlikli Öğretim Modeli’ne (İÖM) bağlı Jigsaw Tekniği uygulanırken; kontrol grubuna, Doğrudan Öğretim Modeli’ne (DÖM) dayalı öğretim teknikleri (komut, alıştırma vb.) uygulanmıştır. Sekiz haftalık uygulama sürecinde, beden eğitimi ve spor dersi kapsamında basketbolun temel hücum becerileri olan göğüs pas, şut ve turnike öğretimi gerçekleştirilmiştir. Araştırma verilerin analizinde karışık ölçümler ANOVA yöntemi kullanılmış; analiz öncesinde normallik ve varyans homojenliği sayıltıları test edilmiştir. Gerçekleştirilen karşılaştırma testleri sonucunda elde edilen bulgular, deney grubundaki öğrencilerin basketbol bilgi düzeylerinin, basketbola yönelik tutumlarının ve temel hücum becerilerindeki gelişimlerinin, kontrol grubundaki öğrencilere kıyasla istatistiki olarak anlamlı ve daha yüksek olduğunu ortaya koymuştur. Bu sonuç, İÖM’ye bağlı Jigsaw Tekniği’nin, basketbol öğretiminde bilişsel, duyuşsal ve psikomotor gelişimi desteklemede daha etkili bir yöntem olduğunu göstermektedir.

Anahtar Kelimeler

• Jigsaw
• Bilişsel alan
• Duyuşsal alan
• psikomotor alan
• iş birlikli öğretim
• basketbol

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