Changes in Basketball Passing Performance Following Error-Informed Refinement of Demonstration-Based Instruction

A Two-Cycle Classroom Action Study

Abstract

This classroom-action study documented changes in basketball passing performance after demonstration-based instruction was refined using errors identified in the preceding cycle. Participants were 37 Grade VII H students (15 boys and 22 girls) at UPT SMP Negeri 1 Siak Hulu, Indonesia. Two cycles followed the stages of planning, action, observation, and reflection. Instruction addressed chest, bounce, and overhead passes through teacher demonstration, guided practice, observation, and corrective feedback.

After Cycle I, recurring errors in target direction, arm extension, forward stepping, body posture, and visual tracking informed more focused demonstrations and movement cues in Cycle II. Performance was assessed at the end of each cycle using the same teacher-rated rubric and analyzed descriptively through mean scores and classroom mastery rates. The mean score increased from 59 in Cycle I to 78 in Cycle II. The number of students meeting the school’s minimum mastery criterion rose from 7 of 37 (18.92%) to 32 of 37 (86.49%), exceeding the predefined classroom target of 80%.

These findings document improved immediate passing performance following the error informed refinement of the demonstration–practice–feedback sequence. However, because the study involved one intact class without a separately reported pre-action baseline, comparison group, validated measurement evidence, or retention assessment, the findings should not be interpreted as causal evidence of long term motor learning. The study illustrates how classroom assessment can identify recurring movement errors and guide iterative instructional decisions in school physical education.