THE EFFECT OF USING THE SELF-QUESTIONING STRATEGY ON DEVELOPING THE LEARNING OF THE JUMP SHOT SKILL IN BASKETBALL

Abstract

This study examined the effect of the self-questioning strategy on learning the basketball jump-shot skill among university students. A two-group experimental design was used. Participants were 80 fourth-year students from the College of Physical Education and Sports Sciences at the University of Anbar in 2019–2020, with 40 students in each group. The experimental group learned through self-questioning, while the control group received conventional command-style instruction. Basketball jump-shot performance was assessed before and after the instructional program, and data were analyzed using SPSS. The experimental group’s mean score increased from 7.55 at pre-test to 15.07 at post-test, a gain of 7.52 points. The control group’s mean score increased from 7.48 to 10.46, a gain of 2.98 points. Both within-group improvements were statistically significant (p < .001). At post-test, the experimental group scored higher than the control group (15.07 versus 10.46; t = 7.086, p < .001). These findings suggest that self-questioning may improve jump-shot learning more effectively than conventional instruction in this study context. The strategy encourages students to examine technique, identify errors, reflect on performance, and consider corrections. Teacher development in contemporary instructional strategies and further research across different populations and motor skills are recommended