A challenge to expanding quality physical education programs is the expertise of teachers across many sports. In part this challenge exists because fewer experts are available to train pre-service teachers and coaches. Recent trends in instructional theory indicate that traditional forms of education represent only the tip of the iceberg regarding ways that individuals learn (VanDeventer & White, 2007). The purpose of this study was to determine if a relationship exists between a person's basketball knowledge, skills and video game performance. More specifically, does the video game distinguish between those who have played basketball and those who have not? If so, what parts of the video game do that?
Method
Fifty volunteers were recruited through flyers at a university in a Midwest community. Measurements included; questionnaire to identify participant basketball playing experience and videogame exposure; basketball knowledge test including tactical content, the AAHPERD Basketball Skill Test(1984) as an assessment of basketball shooting, passing, dribbling, and defensive skills, and three Basketball Video Gameplay sessions using a Nintendo Wii.
Analysis/Results
One-way ANOVA indicated that expert basketball players won significantly more video games than their novice counterparts [F(1,36)=33.9, p<.001), E.S.=.50;expert M wins=2.06, SD=1.1, novice M wins=.44, SD=.51]. Basketball experience (expert or novice) was significantly related to videogame winning percentage (r=.65, p<.01) and average point differential (r=.63, p<.01). Basketball video game performance (wins/losses) was significantly related to basketball knowledge (r=.59, p<.01) and all four skills tests (shooting r=.72, p<.01, passing r=.67, p<.01, dribbling r=-.56, p<.01, defense r=-.62, p<.01). Multiple regression analysis indicated basketball experience group was a statistically significant predictor of video game performance (β=.544, p=.012). Discriminant function analysis revealed total number of wins accumulated during the three gameplay sessions was the best predictor of basketball experience group (Wilks' Lambda=.562, F(1,28)=.21.9, p<.001). Repeated Measures ANOVA results indicated neither novice [F(2,34)=.869, p=.429] or experts [F(2,34)=.119, p=.888] improved their winning percentage over the course of three sessions.
Conclusions
The videogame was able to distinguish expert from novice basketball players on a number of performance outcomes including; total wins, average point differential, points, rebounds, steals, fouls, field goals, and free throws. Having more knowledge and skill in real world basketball translated to videogame performance, suggesting basketball videogames require similar tactical decisions of players as does real world basketball. Nintendo Wii basketball may be a viable learning tool for teachers or children with limited knowledge of basketball.