TY  - JOUR
T1  - The Role of the Jigsaw Technique in the Basketball Development of Middle School Students: Cognitive, Affective and Psychomotor Domains
TT  - Ortaokul Öğrencilerinin Basketbol Gelişiminde Jigsaw Tekniği’nin Rolü: Bilişsel, Duyuşsal ve Psikomotor Alanlar
AU  - Kara, Mehmet
AU  - Çetın, Mehmet Çağrı
PY  - 2025
DA  - November
Y2  - 2025
DO  - 10.46463/ijrss.1730714
JF  - International Journal of Recreation and Sports Science
JO  - INTJORASS
PB  - Hüseyin GÜMÜŞ
WT  - DergiPark
SN  - 2618-5717
SP  - 179
EP  - 197
VL  - 9
IS  - 2
LA  - en
AB  - 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.
KW  - Jigsaw
KW  - cognitive domain
KW  - affective domain
KW  - psychomotor domain
KW  - collaborative  learnign
KW  - basketball
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UR  - https://doi.org/10.46463/ijrss.1730714
L1  - https://dergipark.org.tr/tr/download/article-file/5006143
ER  -