NeuroQuantology | May 2018 | Volume 16 | Issue 5 | Page 240-245 | doi: 10.14704/nq.2018.16.5.
1415
Yang D., Experimental Research with Combination of Whole Brain Teaching and Basketball Techniques
Experimental Research with Combination of
Whole Brain Teaching and Basketball Techniques
Delin Yang
ABSTRACT
This paper gives exploration on the whole brain teaching of techniques and tactics by aiming at basketball teaching
of middle school, and it makes analysis and discussion by conducting whole brain teaching experiment on
techniques and tactics, with the expectation of providing some theoretical and practical references to the whole
brain teaching of basketball techniques and tactics of middle school. In the experiment, it mainly gives comparative
analysis to experimental group and control group from such aspects as skills test, statistics of the left-right limb-
dominated tactics coordination in game and shooting number after learning. According to the teaching
experimental research, it draws the conclusion that: whole brain teaching can promote not only the grasping of
basketball techniques by students but also the grasping of inferior-side tactics coordination by students, and it can
increase the choice opportunities of tactics coordination and enhance the chance of victory in game.
Key Words: Whole Brain Teaching, Basketball, Tactics Coordination, Basketball Techniques
DOI Number: 10.14704/nq.2018.16.5.1415 NeuroQuantology 2018; 16(5):240-245
240
Introduction shall all base on the whole brain to adapt to
The concept of “Whole Brain” was firstly different ways of thinking and different learning
proposed by Ned Hermann – American brain styles of students and to ensure training and
expert (Nakagawa et al., 2014) who divided the promotion of the whole brain. It was discovered
human brain into four parts: upper left brain for by VAG Torio that the academic performance and
analysis, lower left brain for organization, upper motivation with positive impact can be realized
right brain for discovery, and lower right brain for by taking WBT as teaching strategy (Torio, 2016),
sharing. He proposed that the brain use in true and it was believed by D Santoso that spirit and
healthy sense should be full start of the up and wisdom of English writing of students can be
down, left and right brains to reach full balanced promoted by adopting whole brain learning
use of the four and exert function of the whole strategy (Santoso, 2016). Xu Benli- scholar of our
brain, and he designed “Whole Brain Teaching country proposed the concepts of “Whole-brain
and Learning Model” (Handayani et al., 2017) and Sports Teaching and Training Method”, “Whole-
“Whole Brain Creation and Innovation Model” brain Sports Education” and “Whole-rain Sports
according to exertion of the complementation and Education Mode” firstly at home and abroad, and
coordination function of left and right two brains. set up the key scientific research subject of sports
It can be seen that whole brain teaching (as and health in the schools nationwide during the
shown in Figure 1) is the efficient teaching based ninth Five-Year plan and the 2002 key subject of
on the whole brain and by exerting all advantages the “10th Five-years” plan of the national science
of the brain, and teaching method, teaching of education (key subject of the Ministry of
process and teaching activity designed by teacher Education) successively, implementation of this
Corresponding author: Delin Yang
Address: Henan Polytechnic, Zhengzhou 450046, China
e-mail dlinyang@
[email protected]Relevant conflicts of interest/financial disclosures: The authors declare that the research was conducted in the absence of any commercial
or financial relationships that could be construed as a potential conflict of interest.
Received: 9 April 2018; Accepted: 8 May 2018
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NeuroQuantology | May 2018 | Volume 16 | Issue 5 | Page 240-245 | doi: 10.14704/nq.2018.16.5.1415
Yang D., Experimental Research with Combination of Whole Brain Teaching and Basketball Techniques
teaching mode was in four stages and lasted for reform. Being as the students in sports specialty,
about ten years, and finally the set of teaching we shall realize that the traditional sports
system of “person-article-machine whole-brain teaching is far from the ideal effect, and we shall
teaching and training method” from kindergarten add some new materials to the sports teaching
to college was formed gradually. In recent years, and conduct exploration in the sports teaching
along with gradually deepening of the scientific practice, to seek for the realization of better
research on brain and continuous boom of the teaching effect. The theoretical research on whole
research on brain science in various countries brain teaching based on neuroscience theory in
(Kim et al., 2016), our country obtains many this paper is explored in the teaching practice of
important achievements in the sports field basketball technique and tactics, it is the
(Thompson et al., 2016). The two-side migration exploration adapting to the national need of
existed in the sports skills learning process refers promoting quality education and course reform
to that another side limb can grasp the same and with the purpose of realizing sports teaching
sports skill without special practice after one side method transformation, and it has certain
limb should have learnt some sports skill practical significance in supplementing the source
(Prichard et al., 2014). However, in the practice, reform theory.
sports skills learning of student is realized by the
superior side limb for the habitual effect over time, Methods
while it is very little to migrate the sports skills to This research selects 60 students choosing the
the inferior side limb. It is indicated by numerous optional course of basketball in some middle
literatures that the migration effect of alternately school as experimental subjects of the teaching,
training of two-side limbs shall be apparently the teaching on the techniques of superior-side
higher than the training effect of merely one-side and opposite-side limbs and the basic attack
limb (Raza et al., 2016). Some articles also refer to tactics (with proportion 5:5 in the teaching) is
the empirical research by taking two-side given to the experimental group, while the
migration as a teaching method (Milovanovic et teaching on superior-side limb is given to the
al., 2015), and point out that two-side migration control group merely, and statistical analysis is
has facilitation to sports skills of student, given to the data indicators after the experiment. 241
development of coordination, sport injury To know the basic information of
prevention and reduction and learning interest basketball techniques grasping by the students in
cultivation (Kobayashi et al., 2016). Two-side experimental group and control group after
migration of sports skills is a part of the whole experiment, it needs to give evaluation on fixed
brain teaching content, and it has positive effect point shooting, full-court dribbling, layup, shuttle
on teaching promotion in the sports teaching running and ball passing and catching, as well as
practice (Gooijers et al., 2014). the grasping of ball passing action techniques.
According to basketball skills assessment
standard of this school, ten-point system is used
in scoring, as shown in Table 1 below:
Evaluation standards for shooting and
dribbling are same as above. Grasping of the basic
attack tactics coordination of the students in
experimental group and control group can be
reflected by the counted times of different
coordination adopted in the game, and the
indicators needing to be counted are as shown in
Figure 2, of which the counts of coordination
include the four items of ball pass-and-go,
Figure 1. Whole brain teaching breakthrough with ball holding and separating,
side screen and support by coordinated action.
Currently, our country is promoting the
quality education gradually, which requires to
conduct continuous innovation in teaching, use
achievements of human civilization for reference,
explore new teaching method and give course
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NeuroQuantology | May 2018 | Volume 16 | Issue 5 | Page 240-245 | doi: 10.14704/nq.2018.16.5.1415
Yang D., Experimental Research with Combination of Whole Brain Teaching and Basketball Techniques
Table 1. Evaluation standards for ball passing techniques
Technical evaluation Performance of technical
Hand pass
standard evaluation
The hand is correct, the passing movement is coherent, the ball is
Excellent 7-10
coordinated and the pass is accurate
The hand type is more correct, the action is consistent, the force sequence
Standard 4-6
is correct, the pass is more accurate
Incoherent movements of unskilled dribble, poor ability to control the ball,
Poor 0-4
uncoordinated force
experimental group and control group shows no
difference, while the counts of singles show
Post experiment statistics
obvious difference (with P value less than 0.05).
In the condition that superior-side coordination is
Project evaluation Singles (n) Coordination (n) unsuitable, the students in experimental group
may try to create the condition for inferior-side
coordination, while the students in control group
may select singles, and the patience of the
Measurement of pass students in game may have relation with this
score, number of shots (n) Singles attack (n) Combined with attack (n)
and dribbling time (s) situation, thus the further research shall be
needed.
Post experiment statistics Effective coordination (n) Contrastive analysis on inferior-side and superior-
side tactics coordination of experimental group and
control group after teaching experiment
Figure 2. Statistical indicators after experiment It can be seen from Table 3 that the statistics of
superior-side coordination of the students in
During the process of video watching, it experimental group and control group shows
needs to give judgment to each coordination obvious different (with P value less than 0.05), the
appeared, to determine whether this coordination statistics of inferior-side coordination of the
students in experimental group and control group 242
attacks the basketry and gets scores and whether
it belongs to superior-side coordination or shows obvious different (with P value less than
inferior-side coordination. Simultaneously, it 0.05), and the statistics of coordination of the
needs to give judgement to each singles appeared, students in experimental group and control group
to determine whether this singles attacks the shows no obvious difference (with P value greater
basketry and gets scores. After video watching, than 0.05). By combining with the average value,
statistical summary shall be given respectively. it can be seen that inferior-side coordination of
Results and discussion experimental group is more than the control
Contrastive analysis on coordination and singles of group obviously, and it is opposite as to the
experimental group and control group after inferior-side coordination, which indicates that
teaching experiment the whole brain teaching promotes inferior-side
It can be seen from Table 2 that the statistics of tactics coordination grasping of the students.
attack tactics coordination of the students in
Table 2. Independent samples T Test of attack coordination and singles of experimental group and control group
Variable Group Match Average value Maximum value Minimum value The value of T The value of P
Experience group 8 41.50±2.73 46 38
Coordination 0.000 1.000
Control group 8 41.50±1.41 43 39
Experience group 8 22.38±2.07 25 19
Singles -3.530 0.003
Control group 8 25.50±1.41 28 24
Table 3. Independent samples T Test of inferior-side and superior-side coordination of experimental group and control group
after experiment
Variable Group Match Average Maximum Minimum T value P value
Experience 8 41.50±2.73 46 38
Coordination 0.000 1.000
Control 8 41.50±1.41 43 39
Experience 8 14.50±1.93 18 12
Disadvantaged side coordination
Control 8 10.88±0.99 12 10 4.731 0.001
Experience 8 27±2.33 31 24
Dominance side coordination
Control 8 30.63±1.92 33 28 -3.394 0.004
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NeuroQuantology | May 2018 | Volume 16 | Issue 5 | Page 240-245 | doi: 10.14704/nq.2018.16.5.1415
Yang D., Experimental Research with Combination of Whole Brain Teaching and Basketball Techniques
Contrastive analysis on inferior-side coordination the statistics on superior-side coordination of
of experimental group and control group after experimental group and control group shows
teaching experiment obvious difference (with P value less than 0.05),
It can be seen from Table 4 that the students of mainly for the students in experimental group
experimental group and control group show have more tactics coordination selections.
obvious difference in inferior-side ball pass-and-
go, breakthrough with ball holding and Contrastive analysis on comprehensive statistics of
separating, screen and full coordination (with P experimental group and control group after
value less than 0.05), which indicates that the teaching experiment
whole brain teaching promotes inferior-side Table 6 shows the comprehensive statistics on
tactics coordination grasping of the students, singles and coordination of experimental group
especially for the coordination in ball pass-and-go, and control group, including coordination, attack
breakthrough with ball holding and separating with coordination, shooting with coordination,
and screen, for the training on inferior-side inferior-side shooting with coordination,
coordination can prompt the brain to form the superior-side shooting with coordination, singles
memory on action coordination. Coordination in and shooting statistics of singles, and the data of
the support by coordinated action of the two shooting, attack times and shooting percentage in
groups shows no obvious difference (with P value game are obtained thereof, thus analysis can be
greater than 0.05), which may have relation with given to the influence of coordinated attack on the
learning time and grasping proficiency of the shooting percentage. Experimental group and
students. control group show no obvious difference in
superior-side shooting with coordination and the
Contrastive analysis on superior-side coordination shooting in singles (with P value greater than
of experimental group and control group after 0.05), which indicates that it does not need to
teaching experiment consider the influence of such factors as physical
It can be seen from Table 5 that the students of ability, psychological factor, defence and sports
experimental group and control group show intelligence of the students of experimental group
obvious difference in superior-side screen and full and control group on the shooting in game. The 243
coordination, and they show no obvious two groups show obvious difference in inferior-
difference in the coordination in ball pass-and-go, side shooting with coordination (with P value less
breakthrough with ball holding and separating than 0.05) and in shooting number and shooting
and the support by coordinated action (with P percentage in game, which indicates that tactics
value greater than 0.05). Moreover, it can be seen execution (coordination selection) of students can
from the average value that applied statistics affect the shooting percentage in game to some
ofsuperior-side coordination of experimental extent, and the more selections in attack tactics
group is less than the control group, while the coordination may result in the higher shooting
difference is not big, which indicates that the percentage. Therefore, it can be obtained that
whole brain teaching on the students in whole rain teaching can increase selection of the
experimental group has little influence on their students in attack tactics coordination in game,
learning on superior-side ball pass-and-go, further enhance the shooting percentage, and
breakthrough with ball holding and separating finally promote the probability of victory in game.
and the support by coordinated action. However,
Table 4. Independent samples T Test of inferior-side coordination of experimental group and control group
Variable Group Match Average Maximum Minimum T value P value
Experience 8 5.88±1.25 8 4
The weak side cut 2.743 0.016
Control 8 4.38±0.92 6 3
Experience 8 3±0.76 4 2
Disadvantaged side process 2.646 0.019
Control 8 2±0.76 3 1
Experience 8 4.25±0.71 5 3
Disadvantaged side cover 2.828 0.013
Control 8 3.25±0.71 4 2
Experience 8 1.38±0.74 2 0
Weak side support 0.344 0.736
Control 8 1.25±0.71 2 0
Experience 8 14.50±1.93 18 12
Disadvantaged side coordination 4.731 0.001
Control 8 10.88±0.99 12 10
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NeuroQuantology | May 2018 | Volume 16 | Issue 5 | Page 240-245 | doi: 10.14704/nq.2018.16.5.1415
Yang D., Experimental Research with Combination of Whole Brain Teaching and Basketball Techniques
Table 5. Independent samples T test of superior-side coordination of experimental group and control group
Mat P
Variable Group Average Maximum Minimum T value
ch value
Experience 8 11.50±1.20 13 9
The weak side cut -1.643 0.123
Control 8 12.38±0.92 14 11
Experience 8 7±0.93 8 5
Disadvantaged side process -1.594 0.133
Control 8 7.88±1.25 10 6
Experience 8 5.63±0.75 7 5
Disadvantaged side cover -2.688 0.018
Control 8 6.63±0.75 8 6
Experience 8 2.88±0.99 4 1
Weak side support -2.033 0.061
Control 8 3.75±0.71 5 3
Experience 8 27±2.33 31 24
Disadvantaged side coordination -3.394 0.004
Control 8 30.63±1.92 33 28
Table 6. Independent samples T Test of comprehensive statistics of experimental group and control group
Variable Group Match Average Maximum Minimum T value P value
Experience 8 41.50±2.73 46 38
Coordination 0.000 1.000
Control 8 41.50±1.41 43 39
Experience 8 29.63±5.26 37 24
Match the attack 1.814 0.091
Control 8 25.13±4.64 32 19
Experience 8 12.63±1.30 14 11
Match the hit 2.338 0.035
Control 8 11.25±1.04 13 10
Experience 8 7.75±2.49 12 4
Disadvantaged side with the hit 2.220 0.043
Control 8 5.50±1.41 8 4
Experience 8 17±3.21 22 12
Predominance side matching 0.000 1.000
Control 8 17±3.02 22 14
Experience 8 22.38±2.07 25 19
Singles -3.530 0.003
Control 8 25.50±1.41 28 24
Experience 8 5±0.76 6 4
Singles hit 0.683 0.506
Control 8 4.75±0.71 6 4
Experience 8 35.25±2.12 38 32
Score 3.052 0.009
Control 8 32.00±2.14 36 30 244
Experience 8 17.63±1.06 19 16
Shooting 3.052 0.009
Control 8 16.00±1.07 18 15
Experience 8 52.00±3.93 57 47
Number of offense 0.892 0.387
Control 8 50.38±3.34 55 46
Experience 8 33.93±0.84% 35.42% 32.73%
Shooting rate of competition 3.061 0.008
Control 8 31.80±1.78% 34.78% 29.09%
Conclusion and prospect grasping of exploration method, content and
When giving contrast to the students of results, further practical demonstration shall be
experimental group and control group after needed.
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