Comparative Effects of Three Conceptual Differentiation Models on Basketball Learning Outcomes

Abstract

This study examined the comparative effects of three conceptual differentiation models on basketball learning outcomes, including skill performance, selected physical attributes, and thinking styles among fourth-grade middle school students. A quasi-experimental equivalent-group design with pre-test and post-test measures was employed. A total of 160 students participated in an eight-week intervention (16 instructional sessions). The experimental groups were taught using: (1) Stimulus–Functional Integration Model, (2) Descriptive–Analytical Model, and (3) Multi-Level Structured Differentiation Model, while the control group received traditional instruction. Instruments included standardized basketball skill tests, physical performance tests, and the Bramson, Harrison, and Bartlett Thinking Styles Test (Arabic version). Content validity was established through expert review, and reliability coefficients ranged from 0.82 to 0.91. Data were analyzed using two-way ANOVA followed by Duncan post-hoc tests. Results indicated that the Multi-Level Structured Differentiation Model produced significantly greater improvements in skill performance, physical attributes, and thinking styles compared to other models and traditional instruction (p < .05). These findings suggest that structured conceptual differentiation enhances motor and cognitive engagement in basketball instruction.