Skirtingų mokymo(si) metodikų bei pagalbinių priemonių taikymo poveikis baudos metimų tikslumui

Abstract

Relevance of the topic. Basketball is a sports game the aim of which is to throw the ball into the opponent’s basket. The improvement in basketball is directly linked to one of the most significant problems arising to basketball players, coaches and researchers: the improvement of accuracy of shooting and free throws (Nemeth, 2002; Stonkus, 2003; Emma, 2004; Sivils, 2010; Filippi, 2011). The dependence of the efficiency of shooting as the main technical action in playing basketball is manifold: the accuracy of shooting is determined by biomechanical parameters (Brancazio, 1981; Hudson, 1985; Miller, 2002; Fontanella, 2007; Bartlett, 2008), movement stability (Millslagle, 2002; Button et al., 2003; Okubo, Hubbard, 2006; Bartlett et al., 2007; Lam et al., 2009), and ability of the human body to adapt to physical loads of different intensity (McInnes et al., 1995; Ziv, Lidor, 2009; Mongomery et al., 2010) and types as well as mental abilities of players (Burke, Brown, 2002; Vealey, Greenleaf, 2006; Malinauskas, 2010). Changes in the shooting indices during a basketball match are influenced by active actions of opponents’ defence, defensive systems applied, physical and mental condition of players, the importance of the match and its result. The accuracy of free throws is specifically influenced by the result of the game and the mental condition of the players in relation to the result (Stonkus, 2003; Wissel, 2011). It has been established that free throws make 20–25 percent of all points earned per game (Kozar et al., 1994), thus the efficiency of them is of vital importance for winning (Karipidis et al., 2001; Sampaio, Janeira, 2003; Csataljay et al., 2009; Kreivytė, Čižauskas, 2010; Zuzik, 2011). High activity in the completion of attacks and stability in free throws were demonstrated by the Lithuanian Women’s national Team, the champion in 1997 European Championship, having made 28 free throws per game on average, 22 of which were accurate (79 percent of accuracy), which accounted for 29 percent all merit points per game (Čižauskas, Kreivytė, 2004). It has been established that the mean accuracy of free throws of world basketball players (both men and women) per match is 76 percent. The accuracy of throws of 65 percent is considered to be poor, and the accuracy of the best basketball players usually reaches 90 percent or more in a game (Vickers, 2007). According to the classification of motor control (McMorris, 2004; Schmidt, Wrisberg, 2007; Schmidt, Lee, 2011), free throw is a classified as a closed self-paced action because opponents do not prevent it (Singer, 2000; Lidor, 2007). Many scientists (Lobmeyer, Wasserman, 1986; Wrisberg, Pein, 1992; Mack, 2001; Czech et al., 2004; Gooding, Gardner, 2009) claim that movement accuracy y is much determined by the preparation o perform the movement – the preparation phase. Before a free throw basketball players perform preparatory movements and actions which are defined as a set of motor, affective and cognitive behaviours before the performance of the main action (Kingston, Hardy, 2001; Lidor, Mayan, 2005). It has been established that preparatory actions and movements of skilled basketball players influence beginners (Singer, 2002; McMorris, 2004). According to FIBA rules, a free throw is given 5 s, thus preparatory actions for a throw are rather individual and different for each player (Boutcher, 1990; Cohn, 1990; Moran, 1996; Lidor, Singer, 2003). Research literature contains different methods of preparatory movements and actions before a free throw (Amberry, 1996; Wissel, 2005; 2011; Filippi, 2011), but Wrisberg and Pein (1992) suggest that basketball players themselves have to develop the most appropriate for them preparatory actions and movements before a free throw as well as the set of them. Our research hypothesis (H1) is that learning special preparatory movements and actions as well as the sets of them for a month would improve the accuracy of free throws for young and skilled basketball players. Many researchers (Al-Abood et al., 2002; Singer, 2002; Lidor, Singer, 2003; Wulf et al., 2005; Zachry et al., 2005; Chiviacowsky, Wulf, 2007; Wulf, 2007 a, b) emphasize attention concentration before an independent action. In the context of a competition the attention must be concentrated to the performance of the specific action; otherwise it can be distracted by the noise of the crowd, movements near the court or other similar irritants (Martens, 1999, 2004; Malinauskas, 2010; Weinberg, Gould, 2010). Attention can be concentrated inwards and outwards. Attention focused inwards is attention to the details of the performed movement, e.g. arms, range of motion, speed; attention focused outwards is attention to the final target of movement and/or the environment (Skurvydas, 2008). At present researchers recommend to focus attention outside the movement. Another hypothesis (H2) is that after one month of teaching attention concentration for young and skilled basketball players, their focus of attention to the external factor (the front part of basketball hoop) will have more positive effect on the accuracy of free throws compared to their focus of attention to the internal factor (watching the final movements of their arm). Preparatory movements and actions as well as attention concentration to external factor during a free throw do not guarantee movement stability and accuracy if an incorrect skill in technical action performance is developed (Sowders, 2006; Vann, 2010). It is well known that if we want to change a skill, we need to stop the processes of an old activity and develop a new skill (Vilkas, 2006). Aiming at consolidating correct shooting skills and seeking for high sports results it is recommended to use various non-traditional technical aids (special splints, training balls), facilities (reduced hoops, stands for the improvement of shooting trajectory) which affect the accuracy of the shooting process and the stability of its separate parts (movements) (Foley, 2005; Coryatt, 2007; Heystek, Atwood, 2010; Moye, 2011). Wolf (2006) suggests that learning and improving the technique of shooting with one hand from the shoulder with the help of a special shooting strap for the non-shooting hand, the correct hand position will be formed holding the ball and shooting with the main focus on the non-shooting hand. The hypothesis (H3) is that after a month of teaching with a special shooting strap and using special methods, the technique, accuracy and the application of skills in free throws for skilled basketball players will improve in contest activities. Palubinskas (2004) established that shooting accuracy was affected by the hand position on the ball, and a special training ball was developed on the basis of his recommendations. This ball helps to capture the exact position of the shooting hand and fingers during shooting, i.e. efficiently form and consolidate the steady movements of hand and fingers releasing the ball (detaching the ball from hand). Though the special aids (shooting strap, training ball) have been developed to improve the efficiency of shooting, there is still nor research or publication of the world of sports science on this topic, so the findings of this research will be new information both for sports specialists and for coaches- practitioners. The hypothesis (H4) is that after a after a month of teaching shooting with the help of supportive aids (shooting strap, training ball) and methods, the shooting technique and accuracy of young basketball players will improve and the new correct shooting skills will be retained for a long time. The accuracy of free throws during the practice session and the match is different: the basketball players are more accurate during the practice sessions. The difference can be explained by different shooting conditions: during the practise sessions the free throws are made in sets (e.g. 10 throws), during a match – two and sometimes three free throws. Constant conditions for practice help to master the movement which will be performed automatically later (Adams, 1987; Ackerman, 1988) and variable conditions for practice allow the player to remember the skills better, especially when it is necessary to use it in dynamic conditions of application (Schmidt, 1975; Schmidt, Wrisberg, 2007; Skurvydas, 2008). For this reason the skills the application situation of which do not change are trained under constant practice conditions, and skill which conditions of application vary are trained under variable practice conditions. Some research findings suggest that variable practice conditions can be even more useful for skills the application conditions of which do not change (Ghodsian et al., 1997). The hypothesis (H5) is that the subjects who were learning under constant (standard) conditions will demonstrate better results during practice sessions and testing compared to those subjects who were learning under variable conditions, but it is likely that this level of improvement will remain shorter than the results obtained while training under variable conditions of practice. Establishing and assessing the stability of accuracy of the main basketball technical action – shooting – you cannot rely only on the results of a match. Specific requirements for shooting accuracy can be established only on the basis of direct research and measurements of indices obtained in objective situations of the game or close to the game (Miller, Bartlett, 1996; Stonkus, 2003; Balčiūnas, 2005). The accuracy of free throws of Lithuanian national team basketball players and teams (in different age groups) markedly lags behind the one of other teams winning prizes at European and world championships (Kreivytė, Čižauskas, 2007). Comparatively low accuracy of free throws during the matches compared to the accuracy of free throws during the practice sessions encourage looking for effective methods and means to improve the efficiency of fre