A description of the teaching-learning processes in basketball and their effects on tactical procedural knowledge

KEY WORDS: Basketball, teaching-learning, procedural tactical knowledge. ABSTRACT: The aim of this study was to observe and describe the teaching-learning processeses of technical and tactical abilities in basketball for players aged 10-12 years, by identifying the methodologies applied by the teachers and analyzing their influence on the acquisition of procedural tactical knowledge (PTK). The results confirmed an emphasis on the use of the situational-global method (SG) in group A training sessions. The use of the situational and mixed methods (SM) predominated in group B, while in group C the analytical method (AM) was the most utilized. Concerning the PTK performance, it was confirmed that the SG method provided improvements in the tactical parameters convergent “offer and orientate yourself (OO)” (z=-5,65, p=0,00), divergent OO (z=-5,89, p=0,00), convergent “identification of gaps (IG)” (z=-5,24, p=0,00) and divergent IG (z=-5,00, p=0,00)