Motor Achievements Differences In Basketball for Junior High School Students // Razlike motoričkih dostignuća u košarci kod učenika osnovne škole

Abstract

The aim of this research has been determination of differences in motor achievements in basketball for junior high school students. This research involved 280 participants, male gender, devided in four subsamples each of them 70 participants. Each subsample has represented one grade between 6th-9th grade. Motor achievements test in basketball have estimated achievements using five tests, which have required application of catching and passing, dribbling and shooting on basket techniques. For data processing analysis of variance (ANOVA) has been used, while post hoc analysis Bonferroni method has been used for determining the partial differences between subsamples. Partial differences have been proved in motor achievemnets test of catching and passing in set position, catching and passing in movement, as well as dribbling in slalom and shooting on basket in 30 sec , while in shooting on basket from different positions in 60 sec test those differences have not been proved. Using post hoc analysis has been confirmed that in most tests there have been no differences between subsamples of 6th and 7th, as well as between 8th and 9th grade.
There is existance of deffernces between younger and older tested subsamples due to higher level of motor skills, which has been developed by teaching process and developement of motor abilities, on the other hand which have been influenced by faster growing and developing process, that has been especially noticable in older tested subsamples. Lack of significant differences between the results in 6th and 7 th, 8th and 9th grade indicates necessity of longer involvment in teaching process in order to have significant changes in features, among others motor skills and motor abilities, which contribute to better results in tested variables. Better effects of teaching process can be expected if we analyze implementation plan and program, which includes assessment of presented teaching contains during the classes and which methodical organisation forms of work have been implemented, as well as evaluation of implemented plan and program in order to get feedback about success of implementation.