Acquiring skills in basketball through observational learning

With the ongoing COVID-19 pandemic requiring us to practice social or physical distancing, the concept of observational learning has become particularly relevant. This learning process involves observing others, retaining the information, and replicating the observed behaviors later. This research determined the skill acquisition in Basketball through observational learning of pre-service teachers at Batangas State University JPLPC-Malvar to determine its implications for teaching physical education. It specifically addressed the respondents' profile in terms of sex, program, GWA, and socio-economic status significant relationship between the respondents' profile and their skill acquisition in Basketball through observational learning. This descriptive-correlational study was conducted to assess the 89 students enrolled in the College of Teacher Education program at the Batangas State University JPLPC-Malvar campus. An adequate number of respondents and an appropriate sampling technique are adopted to produce a valid and reliable result. Using a self-made questionnaire and appropriate statistical measures, the results revealed that the respondents are greatly female, mostly from Bachelor of Secondary Education, belong to the Superior Group, and have a middle income. Chi-Square revealed that sex, program, GWA, and socio-economic status have significant relationships when correlated to their encountered challenges. The above-mentioned findings recommend using multimedia or video demonstrating skills in physical education classes to train the students' skills and strengthen the use of observational learning and conducting a webinar that focuses on how we can learn Basketball through observational learning.


INTRODUCTION
Observational learning describes the process of learning through watching others, retaining the information, and then later replicating the behaviors observed, and it is very timely now that we are facing covid-19 pandemic that requires us to practice social or physical distancing (Cherry, 2023).
Observational learning or modeling is a commonly used technique for teaching motor skills. Observational learning can be done through live, symbolic, or electronically portrayed modeling. Live observational modeling involves the observer watching the behaviors being performed, such as an observer watching another player doing such stunts. The observer views the live player as producing a set of behaviors meant to be modeled.
Symbolic or nonhuman modeling involves observing players with balls and their stunts. For example, an observer views the player learning to dribble the ball while playing. Although only one live player participates, the observer still learns behaviors through interactions with the ball. Finally, electronically portrayed modeling involves observing behavior via computers or videos, such as an observer watching a player in a video demonstrating dribbling with a ball.
This study is to understand the skill acquisition and different methods that can be used to assist in this process. Schmidt (2011) stated that physical practice is the best way to acquire a motor skill. However, problems may arise when physical practice is not an option. The method of observational learning can be effective in teaching a person to learn a motor skill. Observational learning involves different types of modeling and demonstrations in which learners observe desired behavior. As the learner observes, they form a cognitive representation of the skill being taught. The cognitive representation is then recalled and used to guide movement when the observers are instructed to perform.
Of all the studies for which Albert Bandura is famous, the most significant is the Bobo doll studies from which he derived the Observational Learning Theory. Bandura theorized that there are four observational learning processes: (1) Attention-In order to learn, one needs to pay attention, one is far more likely to dedicate full attention to an interesting model; (2) Retention-Storing information is an important part of the learning process; (3) Reproduction-Performing the learned behavior observed and practicing that behavior leads to improvement and skill advancement; and (4) Motivation-Actions will weaken unless the Jurnal SPORTIF: Jurnal Penelitian Pembelajaran,9 (2)  some inherent limitations and challenges that must be addressed. One of the main problems with observational approaches is that they only sometimes reflect the complexity of real-world game situations.
Observational approaches often involve simplified or isolated skill tasks, which may translate to something other than the game context. Research has shown that skill transfer from isolated drills to game situations is only sometimes guaranteed, and players may need help to apply the skills they learned in practice to real games (Krause & Chow, 2015).
Another issue is that observational approaches may only be suitable for some types of learners. Some players learn better through experiential approaches, such as trial and error, rather than through observation alone.
In addition, observational approaches may need to take into account individual differences in learning styles and preferences (Bolton & Hesp, 2018). Furthermore, observational approaches can also be limited by the quality of the observer or coach. The coach's ability to accurately identify and communicate key skill components and provide appropriate feedback can impact the effectiveness of observational approaches (Santos et al., 2020).
Additionally, the observer's bias can affect the feedback they provide, which can be problematic for players who need more objective and accurate feedback. Observational approaches have been widely used to support basketball skill development, but they may only sometimes be effective or appropriate for all players. Coaches should consider the limitations and challenges of observational approaches and incorporate other learning strategies to ensure the most effective development of basketball skills.
Limited research examines the relationships between sex, GWA, socio-economic status, and skill acquisition explicitly through observational learning. However, some studies have investigated the relationship between these factors and learning more broadly. One study by Gottfried and colleagues (2017) found significant differences in students' academic achievement based on their socio-economic status and sex. The study found that females tended to have higher grades than males, but students from higher socio-economic backgrounds tended to have higher grades than those from lower socio-economic backgrounds. However, the study did Jurnal SPORTIF: Jurnal Penelitian Pembelajaran,9 (2)  not specifically examine the relationship between these factors and observational learning.
Another study by Kalyuga and Sweller (2014) investigated the relationship between GWA and expertise reversal effects in learners. The study found that high-GWA learners were less susceptible to the expertise reversal effect, meaning they could better apply previously learned information to new situations. However, this study did not specifically examine the relationship between GWA and observational learning. Overall, while there is some evidence to suggest that sex, GWA, and socioeconomic status may affect learning more broadly, there is limited research specifically examining their relationship with observational learning. This research is needed to fully understand these relationships and their underlying mechanisms.
For observational learning to be effective, the model's behavior must be seen as useful, and the model must relate to the observer in a personal manner. Further, people will only be engaged and attentive if they see themselves associated with or attracted to the model.
To optimize your progress and improve faster than others, you need to have a smart attack plan for how to get there. Make no mistake, it is better to practice any practice than to have no training, but if you are serious about going to the next level, it is critical to have a smart plan.
The demand to know how useful observational learning can be in skill acquisition in Basketball will be helpful to our nation's future Physical

METHODS
This study used the descriptive-correlational method. Descriptive research describes the phenomenon and its characteristics (Nassaji, 2015).
It was used to obtain information concerning the present status of the phenomena to explain what exists with respect to variables or conditions during a situation. On the other hand, the correlational method is used to identify the relationship and degree of association between two or more variables (Creswell, 2012). After the approval, the researchers sent the questionnaires in Google form via messenger or email. The respondents answered all the questions. After answering the Google form, the respondents clicked the submit button for the researchers to retrieve the data. Data gathered from answered questionnaires were checked, analyzed, and tabulated to come up with the results and recommendations of the study.

Respondents' Profile
In this portion, the profile of the respondents in terms of sex, program, GWA in P.E., and socio-economic status are presented.
These are found in the succeeding tables.

Sex
Sex refers to the physical trait and social positions that members of society hold. It is also their nature or characteristics of being male or female. The table below reveals the profile of the respondents when they are grouped according to their sex. and more efficacies. In addition, the learning role of gender in motor skills is socio-culture, and in the present study, gender differences are considered according to self-efficacy theory. Other evidence also revealed that females were more confident than males because they had more achievement motivation and competitiveness. Therefore, it seems that the gender differences in performance and observational learning are related to the least efficacy expectations of females. So, another goal of the current study was to determine the role of the model's gender on the learning and self-efficacy of motor tasks. Since gender is a cultural variable and its effect is different in different societies, thus its association with learning motor skills in educational settings is important to realize according to the interactional approach in sport psychology.

Program
The second profile variable sought is the program categorized as BSEd, BPEd, and BEEd. The profile of the respondents in terms of the program was determined and interpreted using frequency and percentage revealed in Table 2.

General Weighted Average (GWA)
The third profile variable sought is GWA which is categorized as 1.00-1.24 (Excellent), 1.25-1.49 (Superior), and 1.50-1.74 (Very good). The profile of the respondents in terms of GWA was determined and interpreted using frequency and percentage revealed in Table 3.

Socio-Economic Status
The fourth profile variable determined is socio-economic status, categorized as high, middle, and low income. The profile of Jurnal SPORTIF: Jurnal Penelitian Pembelajaran,9 (2)  the respondents in terms of socio-economic status was determined and interpreted using frequency and percentage revealed in Table 4.

Observational Learning
This part of the study determined the respondents' assessment of the usefulness of skill acquisition in Basketball through observational learning. These are found in the succeeding table.   Acquiring the highest mean of 3.65, the respondents strongly agreed that they find observational learning promotes enjoyment in learning and encourages good social interactions when playing Basketball.
This signifies that observational learning promotes enjoyment in learning and encourages good social interactions among the players while playing Basketball.
The least in rank is statement no. 6, with a weighted mean of 3.42. The respondents only agreed that observational learning trains them on a particular skill, and they become experts on it. This least favored statement can be embedded in the fact that it is hard to be trained in a particular skill and become an expert on it just by observational learning.
Magill ( Ghalkhani (2011) stated that direct observation is one of the most effective and stable modeling methods of learning. In this method, concrete and imitable examples will be provided for the students, and he will try to visit his actions and speech pattern, in all cases, to make the pattern desired. Learning skills allow the trainee to connect the duty motor verbal explanation and information obtained from valid marks to perform the task for successful implementation, and when a person observes a model with a focus on temporal and spatial characteristics of skills, a proficiency model will be learned. Moreover, observing a person's movements and observational learning leads to increasing error correction capability, better performance, transferring the related data, strengthening memory, increasing confidence, increasing motivation, and overcoming anxiety.

Relationship between the Respondents' Profile and their Skill
Acquisition in Basketball through Observational Learning Table 6 presents the relationship between the respondents' profile and their skill acquisition in Basketball through observational learning. The correlation of the variables was tested using the Chisquare formula. This is because most of the respondents are female and more confident than males because they have more achievement motivation and competitiveness (Mohsen, 2010).
When the profile of the respondents in terms of the program was correlated to the skill acquisition through observational learning, While observational learning can be effective on its own, it can also be combined with other methods to enhance skill acquisition in Basketball.
For example, a study by Lewthwaite and Wulf (2010) found that combining observational learning with physical practice resulted in more significant improvement in basketball shooting accuracy than alone. Observational learning is a valuable method for skill acquisition in Basketball, and these recommendations can help coaches and trainers effectively incorporate it into their training programs.
Feedback is also an important component of observational learning in Basketball. Zhao et al. (2019) found that beginner-level basketball players who received feedback on their dribbling skills during observational learning demonstrated more significant improvement than those who did not. It is important to provide timely and specific feedback that focuses on the key aspects of the learned skill.
In addition, individual differences, such as sex, age, and prior experience, can affect the effectiveness of observational learning in Basketball. For example, a study by Van der Kamp et al. (2019) found that male and female basketball players have different preferences for observational learning, with females preferring to observe a more significant number of trials. To maximize their effectiveness, it is important to consider individual differences when designing observational learning programs.
Moreover, each of the statements made has associated research findings that are provided. The respondents are greatly female, mostly from Bachelor of Secondary Education, belong to the Superior Group, and have a middle income. The profile of the respondents that include sex, program, GWA, and socio-economic status have a significant relationship when correlated to their encountered challenges. The above-mentioned findings recommend using multimedia or video demonstrating skills in physical education class to train the students' skills and strengthen the use of observational learning and conducting a webinar that focuses on how we can learn Basketball through observational learning.

CONCLUSIONS
The following conclusions are taken from the study findings given above. Skill acquisition through observational learning, as perceived by the pre-service teachers, revealed that the respondents are greatly female, mostly from Bachelor of Secondary Education, belong to the Superior Group, and have a middle income. Also, observational learning in terms of promoting enjoyment in learning and encouraging good social interactions when playing Basketball is interpreted as very useful. Chi-Square revealed that sex, program, GWA, and socio-economic status have a significant relationship when correlated to their skill acquisition through observational learning. In order to develop students' skills and strengthen observational learning, the findings mentioned above suggest using multimedia or videos that demonstrate skills in physical education classes. Also holding webinars that concentrate on how we can learn Basketball through observational learning.