As the outcomes of the videos, the progressive changes of body position, joints movements, etc can be depicted easily that will make to know the set shoot skill know more clearly. In the L-phase, throwing hand is in the shape of alphabet “L-shape” (Additional files 1, 2, 3 and 4).
Body position
When in ready position the heels rest lightly on the floor with weight on the balls of the feet. The feet are shoulder width apart. Ball held in front of the waist in the fingertips of two hands. Fingers spread wide with thumbs and little finger on 'Line'. Thumbs Close together at the rear. Elbows held close to the body. Head is stationary and erect (Martin Spencer). Eyes are fixed on the target (Additional file 1: Step 1).
Joints movements
From the ready position, the elbows and knees joints start flexing which act as a lever to generate force for the action (Additional file 2: Step 2). The elbows and knees angle decreases which act as a lever (Third Class Lever), counter action of upper and lower extremities can be seen to balance the body. The upper extremities are moving backward and lower extremities are moving forward to maintain stability (Additional file 3: Step 3). The ball is at overhead with one line of the body before the elbow and knees start extending to get a highest range of motion (Additional file 4: Step 4).
I-phase
The next phase of action is I-phase. In this phase the throwing hand take alphabet “I- shape” when extended for skill execution (Additional file 5: Step 5 and Additional file 6: Step 6).
Body position
The throwing hand take I- shape when extended. The fingertips are used to release the ball to make it spin backward so that the ball remains near the rim (Kentridge School 2003; Cull, 2003; Willis, 2001) which allow the ball to continue in a vertical path allowing the ball to have a greater chance of going in (Additional file 6: Step 6).
Joints movements
The Elbows and Knees which acts as a lever (1st class) start extending to give force to the ball. The ball act as a load, elbow joint; Fulcrum and Triceps muscle; Force as shown in Additional file 5: Step 5.
Goodbye-phase
In this phase, the wrist was snap like waving “Good bye” to control the ball. Good-bye phase release of ball as the arms reach full extension. Premature release of the ball will result in a jerky shot. In contrast, full extension of the arms prior to releasing the shot permits wrist action to impart back spin and “soften” the basketball shot (Tarkanian, 2015).
Body position
The Elbows and knees are fully extended so that the body weight is transfer to the feet. The ball in the hand(s) is kept until the arms are extended fully. The wrist makes a follow through and the ball is release with the fingertips (Additional file 7: Step 7).
Joints movements
The Elbows and knees joints are fully extended before the release of the ball to transfer the body weight is to the feet. The wrist makes a follow-through which provides direction to the flight of the ball.
The video model which was constructed with the help of WLMM to analyse the set shoot in basketball can be seen from the link given below.
Click the link below for Video Based Analysis Teaching Video
https://www.youtube.com/watch?v=dTHeqhfg-WE
Discussion and importance of VBAT
Several researchers have investigated the efficacy of using video models within computer-based multimedia applications in different fields. It is used for teaching in mentally retarded students (Theresa Watkins et al. 1990), nurse students (R.E.-.S.H. El-Sayed, S.E.-H.A.E.-R. El-Sayed 2013, Krouse 2001), medical practitioners (Leopold, et al; 2005, Braslow et al., 1997), mathematics classroom practice (Savola, 2008), teachers` education (Beacher 2013) and for pedagogical sound instruction (Dubrowski and Xeroulis, 2005; University of Queensland, Australia IT@LI). Video can be used as teaching tools (Carrol et al. 1999), feedback for the students (Suby, 2009; Chow et al. 2008), problem solving and analytical skills among students (Jonassen and Hernandez-Serrano, 2002; Shepard and Cooper, 1982) and assist in mastery learning (Galbrainth, 2004).
Krouse in 2001 conducted a study video modelling/video instruction to nurses can also be beneficial and cost effective in delivering standardized information to more patients in a timely manner. He concluded that “the utility of video modelling instruction holds good promise for application to clinical practice in facilitating knowledge acquisition, reducing preparatory anxiety and improving self-care practices.” However, Theresa and co-workers (1990) studied on effects of video based training on spoken and signed language acquisition by students using both video plus therapist methods with mental retardation and found significantly higher sign production scores than the video only method.
Video instruction can also be utilized to enhance skills needed to develop proper techniques when administering a procedure, for example, Leopold, et al. (2005) discussed the confidence and competence of medical practitioners when executing an injection into the knee joint. The study concluded that even low-intensity forms of instruction could enhance a person’s confidence and competence when performing the skill.
Braslow et al. (1997) devised a video to teach CPR (Cardiopulmonary resuscitation) to students in their own home, which was used to train a group of lay people. After critiquing his videos and presenting the video instruction a second time to a different group, he concluded that both groups that had been presented videos as instructional tools performed CPR more competently and more effectively after training, than those that were only given the information from and instructor-led teaching method.
Another study by R.E.-.S.H. El-Sayed, S.E.-H.A.E.-R. El-Sayed (2013), video-based lectures offer more successes and reduce failures in the immediate and follow-up measures as compared with the traditional method (without video) of teaching human anatomy and physiology that was based on printout illustrations, but these differences were not statistically significant.
Harman (2012) in his workshop on Videos in Case-Based Teaching in the Sport Management Classroom suggested that Videos can be beneficial in the classroom for numerous reasons. Even in PE and Sports, the use of computer application has been drastically increasing in many develop countries as motor skill in PE cannot be learnt overnight. It is a progressive change that occurs as a result of observation, experience, or practice (Kamlesh and Sangral 1988, p. 3).
Blomqvist, et al, 2001, examined the effects of two forms of instruction, “traditional” and “traditional” plus strategy instruction (strategy-oriented), on students’ knowledge, game understanding, skill and game performance. The badminton players who received video-based strategy instruction for lessons were able to improve their badminton knowledge; game understanding and serving skill significantly whereas the group without video- based strategy instruction improved its badminton serving skill only. Dam (2012) video feedback may be a useful tool and should be aimed at utilizing that to improve instruction as well.
Importance of this video model
Many studies were conducted in different field of teaching showing the merits (Kearney and campbell 2010; Kearney and Schuck, 2006) and demerits (Karimi Mouneghi et al. 2003; Willis 2009) of using video in teaching and learning process, but fail to show the ways of constructing a video model. This video model will encourage the coaches/physical educators to create their own teaching video for the students.
Based on the discussion cited above, in this study on set shoot by used of WLMM, it has been noticed that there are many skills that are unnoticeable by the naked eye viz. progressive arms movements, release of ball with fingertips, counter action of upper and lower body, etc (Fig. 5). However, with the use of this VBA, each and every body and leverage movement of the joints could be analysed to note the minute details of the movement. Since learning and development of motor skill performance especially emphasizes on the cognitive set phenomena (Fitts, 1964), intelligence senson motoric (Piaget, 1950) and orderly sequencing thinking (Bartlett 1958). Likewise, the learning of motor skill (Set Shoot) involves the visual perception of the skill, knowledge of progressive changes of the body, technique of the skill, etc to be performed and this could be only possible after showing the technique repeatedly by use of video teaching.
Furthermore, self - observation is essential for athletes as their proprioception might be limited or even misleading (Frossard et al. 2006). When participants are engaged in motor learning, this encourages them to search for further structure in the task, so it is easier for the learner to catch on the perceptual learning system (Deroost and Soetens, 2006). The video model shows the progressive action of the skill which is easy for the learner to understand the skill. Mayr (1996) confirmed perceptual and motor learning when sequences were learned concurrently. Chin-Yun Huang (2000), found that low-ability (motor educability) students had more positive attitudes than high-ability students and this could be possible by use of such video model in teaching.
Other supporter for video based learning is provided by the studies of Lyons, Reysen, and Pierce (2012) and Suby (2009) and Harvey and Gittins (2014). All of them suggested use of video in online learning, videotape feedback in PE and integrating video-based feedback into teaching games into learning. They demonstrated that used of video learning enhance learning, create interest and efficacy of using video-based technology to improve game performance.
Video-based educational method alone is not effective as demonstration method but it can be a suitable substitution when we are not able to perform the demonstrating method or when it is not cost-effective (Karimi Mouneghi et al. 2003). However, cheng and colleague have found out that video-based education can be as effective as lecture-based instruction (Chen et al. 1998) and even sometimes better than that in different presentation method. This video model can highlight all those skills or body position which can be watch repeatedly by the learners`.
Conclusion
Using this video model (VBA) will offer varied opportunities as it allows performance to be paused, repeated, played in slow motion and can be used in all types of model-based practices like sports education. Players learn in different ways, at different rates and have different entry behaviours (Machar Reid 2009). Due to individual cognitive difference, some are quick learner while others are slow. Findings and statistics have shown that the best means of facilitating or enhancing good teaching and learning is through the use of both demonstration and instructional materials which encompass audio visual materials like video based analyses. Therefore, it is recommended to use both demonstration and video method in teaching the athletes in PE.
Limitation
Certain parameters like Velocity, Acceleration, Time of action, Angles, Distance/Displacement, Momentum, Speed, etc cannot be analysed using this video method.
