TEACHING BASKETBALL THROUGH DYNAMIC GAMES TO 11–12-YEAR-OLD PUPILS

: The purpose of this research is to determine whether there are differences in regards to basketball learning through dynamic games between the 11-12-year-old female and male middle schoolers. The subjects of the research were 40 pupils, of which 19 males and 21 females, aged 11-12, from the “Alexandru cel Bun” Middle School of Bacau. The Anova test showed that there are statistically significant differences between the average time recorded by the girls and boys in almost all the challenges. In conclusion, it can be said that basketball is learned differently by the 11-12-year-old pupils, according to their gender.


Introduction
Basketball is a group sport, being one of the means that can accomplish the specific and associated tasks of physical education [3].
The games in which the role of movements is clearly expressed are generally called "dynamic games" [4].
A dynamic game is a version of a regular game [2]. Its basis is the active motor actions, motivated by a theme and partially regulated, having as goal the victory, under the always changing conditions of the game environment [13].
The purpose is also overcoming the various challenges or obstacles standing in front of the goal.
These games contribute to the correct execution of a fundamental technical or tactical component [15], both from a biomechanical standpoint [8], and as a succession of elements that compose the structure or action [3].
The simple game can be practiced anytime and anywhere, creating a state of well-being, health, developing a more vigorous, suppler, and more enduring body, a better sight, a better tactile sense, a more methodical and ingenious mind [1].
Dynamic games represent the way through which group relationships are educated at the highest level [13], favoring independence and responsibility [7]. Collective discipline, following the competition rules, taking on several tasks inside the group, integration, competitiveness, are just a few characteristics of the game [9].
The dynamic games akin to basketball are a type of games that are aimed to teach the fundamental components of basketball (technical-tactical elements and procedures), their repetition being performed within individual and team competitions [11].
This way, by using these dynamic games during training, learning basketball is more pleasant and more attractive then by just using the technical elements of the game [12].

Objective
The purpose of this research is to determine whether there are differences in regards to basketball learning through dynamic games between the 11-12-yearold female and male middle schoolers.

Research Hypothesis
This research started from the following hypothesis: presumably, there are differences in the learning of basketball according to the pupils' gender, if dynamic games are used during training.

Organization of the research
The research was conducted during the extracurricular activities performed by the 11-12-year-old pupils at the MagicBall2018 Basketball School of Bacau. The subjects of the research were 40 pupils, of which 19 males and 21 females, aged 11-12, from the "Alexandru cel Bun" Middle School of Bacau.
In order to learn basketball, pupils have practiced dynamic games during their extracurricular activities for 8 weeks, three times per week.
These dynamic games were used during the extracurricular activities to see whether by using them, the children can learn basketball faster.
This research used the following research methods: the bibliographical method, the observation method, the statistical-mathematical method, the testing method.

Assessment instruments
To assess the pupils in regards to their internalization of basketball, the following challenges were used: the set-shot, the pole dribbling drill, two-handed chest passes between two players in place, technical defense complex.

Fig. 1. The set-shot
The set-shot ( fig. 1) -aims to assess the internalization of the overhead set-shot technique using one hand, and the precision of the shot. The materials are 5 basketballs and a timer. The pupils are on the right side of the court, at 1.5m from the hoop, at an angle of 45° in relation to the hoop. The pupils shoot 5 times at the goal each, the balls being beside them. The challenge is performed against time, the timer being started when the pupil takes the the first basketball and is stopped when the last ball is shot on the goal. Each scored goal decreases the time by 0.5 seconds.
The pole dribbling drill ( fig. 2) -aims to assess the internalization of the dribbling technique using the dominant hand. The materials are basketballs, 4 poles and a timer. The pupils are in the continuation of the free-throw line, they start dribbling using their dominant hand, going between 4 poles up to the opposite free-throw line. The poles are set at 4 meters from each other and at 2.1 m from the continuation of the free-throw line. The challenge is performed against time, starting from the moment when the pupil starts dribbling and stopping when the pupil passes the opposite free-throw line.
These tests were conducted at the beginning of the research (initial testing), and after the 8 weeks of using dynamic games (final testing). In order to verify the research hypothesis, the data recorded during the two tests was analyzed statistically using the IBM SPSS Statistics 26.0 software. The following statistical markers were analyzed: the arithmetical mean, the standard deviation, the standard error of the mean, the minimum, the maximum, the Levene test and the Anova test.

Discussions
The analysis of the subjects' results (table 1) shows that the males have recorded a lower time value than the average during the passing between two players challenge, both during the initial and the final testing. During the other challenges, the females have recorded lower time values than the males.
The internalization is faster and easier when dynamic games are used, and this is because the pupils each have a different training level [14].
In order to show the differences between the males and females, the Anova test was used (table 3), from which one can observe that there are statistically significant differences between the initial shot on goal (F(1, 38) = [11.440], p = 0.002) and the final one (F(1, 38) = [6.439], p = 0.015), a fact proven also by other authors [5], [6], [10].
The Anova test has shown that there is a statistically significant difference in regards to the average time recorded during the dribbling challenge between the females and males, both in the initial testing (F(1, 38)  For the passing between two players challenge, the Anova test did not reveal any statistically significant differences between females and males in regards to the initial average time (F(1, 38)

Conclusions
The study and its results allowed the formulation of the following conclusions: there are differences between females and males in regards to learning basketball using dynamic games; the dynamic games used to teach basketball were introduced during the extracurricular activities and have proven that by using them, the pupils can learn basketball faster, but there is, however, a difference between males and females; the results show that dynamic games represent an important and effective means of teaching basketball, with a high applicability to 11-12-year-old pupils; the dynamic games that involve teams train the children for the real competition game; considering the results recorded in this study, the authors believe that this research can be extended to other age categories in the future.