Play-Based Learning Strategy in Teaching Shooting in Basketball

Abstract

This study investigated the effectiveness of a teacher-directed play-based learning strategy in improving basketball shooting skills among Grade 11 Humanities and Social Sciences (HUMSS) students at Buanoy National High School, Balamban, Cebu, during the School Year 2024–2025. Employing a quasi-experimental approach, the study involved 48 students from Grade 11 HUMSS B, selected through purposive sampling. Students' shooting performance was assessed before and after implementing the instructional strategy, focusing on five fundamental basketball shooting skills: free throw, jump shot, lay-up, two-point shot, and three-point shot. Data were gathered through performance assessments, observation, and students' learning experiences, while descriptive statistics and the Wilcoxon test were used to analyze performance differences. Findings revealed improvements across all five shooting competencies following the intervention. Mean performance scores increased from 2.63 to 3.33 in free throws, 2.06 to 3.04 in jump shots, 1.58 to 2.83 in lay-ups, 1.96 to 3.40 in two-point shots, and 1.10 to 2.44 in three-point shots. Statistical analysis indicated a significant difference between students' initial and final performances, supporting the effectiveness of the instructional strategy. The findings suggest that incorporating structured, teacher-guided play activities enhances students' practical shooting abilities by encouraging active participation, skill execution, and experiential learning. Consequently, the study recommends integrating play-based learning strategies into Physical Education instruction and developing improved teaching materials that emphasize interactive activities, proper shooting techniques, and student engagement. Further research involving larger samples and additional basketball competencies is recommended to establish broader applicability across different educational settings and learner populations.