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Introduction: This study examined the impact of co-teaching on students and lecturers, assessing its benefits and drawbacks, and suggesting ways to enhance collaborative learning., Methods: Fifty undergraduate student teachers participated in two sports sciences seminar courses jointly taught by two lecturers. Data was collected via student reflections; course evaluation feedback; word clouds; and teacher reflections. Thematic analysis was used for qualitative data., Results: The findings indicate that the short intensive seminar course resulted in three parallel processes: emotional , students transitioning from negative feelings of chaos, frustration, and a sense of incompetence to positive feelings of satisfaction and sense of accomplishment; social , students learning to listen, request assistance, support, encourage, and collaborate; and cognitive , students learning to ask fruitful questions, plan experiments, summarize, and present. Nevertheless, the time and effort demands involved in the planning and management of such courses may constitute a significant barrier to the future implementation of this teaching method. In terms of course outcomes, no indications of higher quality were seen compared to traditional instruction., Discussion: Drawing on the symbolic interactionism theory, the study advocates for preparing students for inclusive and collaborative learning environments to improve academic engagement and success., Competing Interests: The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest., (© 2024 Zach and Avugos.)

This study examined the temporal effects of technical fouls on the performance of the fouling and opposing teams in elite basketball games. A sample of 80 technical fouls was collected from 65 international games. The fouls were charged either to players on court or to the bench players/coaching staff. Performance measures considered were the points scored (during 1, 3, and 5 ball possessions), fouls received, violations, and turnovers during 5 ball possessions before and after a technical foul was called. Data were also obtained on several contextual variables. The results showed that the opposing team scored slightly more points compared to the fouling team during 1 ball possession before and after a foul was charged to the coach/bench personnel (F=5.934; p=0.019; ES=0.11). The results also showed that both types of technical fouls are generally positive for the opposing team (mid-term effects) and for the fouling team only during the short-term performance (points scored after 1 ball possession). Furthermore, significant differences between teams were found when comparing the fouls received, with the opposing team receiving more fouls after both types of technical fouls (F=5.364; p<0.001; ES=0.50 and F=26.350; p<0.001; ES=0.35). However, the gender and contextual variables had no significant effect on any of the performance measures. The results highlight the positive short-term (1 ball possession) and the adverse mid-term (5 ball possessions) strategic effect of technical fouls for the fouling team, and call for coaches and practitioners to design specific training scenarios that involve tactics and strategies to avoid a negative performance immediately after the technical foul., Competing Interests: the authors declare that they do not have any conflict of interest within this article.

It has been previously observed that basketball free-throw (FT) shooting efficiency decreases towards the end of the game. The aim of the current study was to explore possible determinants for this distinctive pattern during close games (point differential of equal or under 2 points during the final minute of the game). A sample of shots attempted by 92 players in the Spanish professional basketball league (ACB) was collected. Several personal (age, experience, playing position and career FT percentage) and contextual (team ability, competition stage, game location, seconds remaining and score differential) variables were considered for the analysis of the data. The effects of the predictor variables on the players' performance were analyzed according to two game contexts (FT attempted during the final minute or the last pair of FTs) using binomial logistic regression analysis. The results showed that during the final minute the only statistically significant variable was being in the center playing position (OR = 1.58), which decreased the FT shooting percentage compared to forwards and guards. In addition, the results during the last pair of FTs showed that the playing position of guards (OR = 1.70) and centers (OR = 2.22) was significant (a decrease in their FT percentage). Conversely, the score differential when tied (OR = -1.17) or losing (OR = -2.43) was significant, reflecting a lower probability of missing the shot. The results were interpreted and discussed from the viewpoints of crisis theory and the literature on choking in athletic performance.

Previous research has shown that changes in shot difficulty may have rendered the hot-hand effect in basketball unobservable and are potentially a result of defensive adjustments. However, it has not been directly analysed whether strategic changes indeed take place in response to streakiness and whether they are effective with respect to winning games. The current work consists of an experimental study with 18 professional coaches and 20 players based on video sequences from National Basketball Association games, where the shown player displayed a streaky performance in half of the sequences. While coaches were asked to devise a defensive strategy after each viewed sequence, players had to assume the role of the shown player and decide whether to shoot or pass the ball. We find that coaches tended to increase the defensive pressure significantly more often on presumably hot players and thus make use of the hot-hand heuristic. Meanwhile, players chose to shoot more frequently in low-pressure and streaky situations but selected "pass" regardless of the previous performance when they faced increased defensive pressure. Assuming that a streaky player's performance is indeed elevated during hot phases, hot-hand behaviour can be considered adaptive in certain situations as it led hot players to pass instead of shoot.

We examine behavioural changes of basketball players arising from the hot-hand belief and use data of 1216 National Basketball Association games to measure the effect of cold and hot streaks on three proxies of shot difficulty. We find that the more consecutive shots players make (miss), the more difficult (easier) shots become along the three dimensions. Furthermore, most players' performance seems to improve during hot streaks because they attempt more difficult shots while no significant decrease in shooting accuracy takes place. This might explain why most previous studies could not find empirical evidence for the hot-hand belief in basketball when considering in-game field goal shooting.