Currently submitted to: JMIR Serious Games
Date Submitted: Apr 26, 2026
Open Peer Review Period: Apr 27, 2026 - Jun 22, 2026
(currently open for review)
Warning: This is an author submission that is not peer-reviewed or edited. Preprints - unless they show as "accepted" - should not be relied on to guide clinical practice or health-related behavior and should not be reported in news media as established information.
The Influence of Varied Practice Method on Basketball Skill Application Ability of Senior High School Elective Students under the Background of Sports Big Unit Module Teaching: The Mediating Role of Executive Function Training
ABSTRACT
Background:
With the implementation of the sports big unit module teaching, senior high school basketball elective students still struggle to proficiently apply motor skills despite systematic learning, due to fragmented teaching content, monotonous practice scenarios and inadequate cognitive training in existing teaching.
Objective:
Based on open motor skill learning principles and Gentile’s Two-Dimensional Classification System, this study explores the efficacy of the varied practice method in improving students’ basketball skill application ability, and provides theoretical and practical references for optimizing big unit basketball teaching.
Methods:
A mixed-methods approach was adopted, including literature review, expert interview, mathematical statistics and experimental method. Sixty homogeneous Grade 11 basketball elective students from the High School Affiliated to Beijing Jiaotong University were randomly divided into an experimental group (varied practice) and a control group (traditional practice). Pre- and post-intervention assessments (basic skills, game performance, cognitive decision-making) and SPSS 27.0 statistical analysis were conducted over 15 weeks.
Results:
Significant between-group differences were observed in simple/medium-difficult decision reaction time (P<0.05), and extremely significant differences in game passing scores and difficult decision scores (P<0.01). The experimental group showed significant improvements in game decision-making and skill application, while the control group only improved in basic technical tests.
Conclusions:
The varied practice method effectively enhances students’ basketball skill application and cognitive decision-making abilities, alleviates drawbacks of existing big unit teaching, provides a theoretical framework for PE teachers’ module practice design, and its multi-dimensional evaluation system is worthy of promotion in open motor skill teaching.
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