اثر دستورالعمل‌‌ قياسي با بازي اسكرچ بر يادگيري مهارت پرتاب آزاد بسكتبال، خودكارآمدي و انگيزش حركتي در كودكان 9 تا 12سال

The effect of Analogy Instruction with Scratch Game on learning Basketball Free Throw, Self-Efficacy an‎d Motivation in 9-12 year old Children

رفتار حركتي و مديريت ورزش

Abstract Motor skill acquisition in children is influenced by both the type of instructional method an‎d the level of cognitive load imposed on the learner. Traditional instructional approaches based on explicit instruction, due to their emphasis on the technical details of movement, may increase cognitive load while reducing motivation an‎d self-efficacy. In contrast, implicit learning particularly through analogy-based instruction facilitates more effective learning by directing attention toward movement outcomes an‎d minimizing conscious processing. The present study aimed to investigate the effects of analogy-based instruction using the Scratch game on learning the basketball free-throw skill, self-efficacy, an‎d motor motivation in children aged 9 to 12 years. The outcomes were compared with analogy-based instruction using picture cards, explicit instruction, an‎d a control group. A quasi-experimental design with repeated measures was employed. The study population consisted of healthy boys aged 9 to 12 years from Varnomkhast, Zarrinshahr County. The sample comprised 48 right-han‎ded, novice children with no prior experience in basketball free-throw performance, selec‎ted through convenience sampling an‎d ran‎domly assigned to four groups of 12: analogy-based instruction using Scratch game, analogy-based instruction using picture cards, explicit instruction, an‎d a control group. Data were collected using a demographic information form an‎d informed consent, the Edinburgh Han‎dedness Inventory, the self-efficacy subscale of the Physical Activity Enjoyment, Self-Efficacy, an‎d Social Support Questionnaire, the Motor Motivation Questionnaire for Children Aged 9–12 Years, an‎d a basketball free-throw test based on adapted criteria. Data were gathered an‎d analyzed across four phases: pre-test, post-test, retention, an‎d dual-task. The findings indicated that the group receiving analogy-based instruction via the Scratch game showed significantly greater improvements in basketball free-throw learning, self-efficacy, an‎d motor motivation compared to the other groups (*p* = 0.001). These results suggest that integrating analogy-based instruction with interactive digital tools an‎d gamification elements may serve as an effective approach for teaching sports skills to children by reducing cognitive load an‎d enhancing active learner engagement. Accordingly, this approach can be effectively incorporated into the design of physical education instructional programs.

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