Development of Multimedia Teaching Content for Basketball in High School

Abstract

Background and Aim: In the continuous development of information technology, the global education sector has been greatly impacted by the globalization of information, the application of modern information technology can be seen everywhere, which will profoundly change education. Modern information technology with network and multimedia technology as the core has been applied in physical education teaching in schools and universities. It is necessary to reform and upgrade the traditional education mode and develop multimedia teaching methods. Therefore, this research was to develop multimedia teaching content for basketball in high school, to promote the use of multimedia technology in physical education teaching. Materials and Methods: The survey included 516 students and 35 teachers from 10 high schools in Guangzhou, questionnaire was used to investigate the current situation of basketball teaching. Then, 7 teachers were interviewed to consult the problem solutions, and the indicator contents of multimedia teaching content for basketball in high school was constructed by literature review and content analysis. Through 19 Delphi experts’ consensus, multimedia teaching content for basketball in high school was established. Finally, 9 experts were invited to confirm the developed multimedia teaching content by the Connoisseurship method. In this research, mean, standard deviation and coefficient of variation were used to analyze the data. Results: After two rounds of Delphi method investigation, statistics, and modification, there are 92 indicators suitable for using multimedia in high school basketball teaching content. The content of high school multimedia basketball teaching is designed and includes the origin and development of basketball, sports injuries, and prevention, basic movement of a basketball player, dribble technique, one-handed marching shot, basic movement of a basketball player, basic basketball rules, shoot technique, pass technique, defend technique, breakthrough technique, advanced dribbling, steal technique, zone cooperation, pick and roll and defense, attacking match, fast break and defense, one-on-one check, offensive zone defense. Conclusion: The multimedia teaching content for basketball high school in Guangzhou was effective and appropriate, and can be integrated into the teaching plan.

Full text

International Journal of Sociologies and Anthropologies Science Reviews
Volume 4 Issue 6: November-December 2024: ISSN 2985-2730
Website: https://so07.tci-thaijo.org/index.php/IJSASR/index
[809]
Citation
Zhang, H., Tongdecharoen, W., & Tasnaina, N. (2024). Development of Multimedia Teaching Content for
Basketball in High School. International Journal of Sociologies and Anthropologies Science Reviews, 4 (6), 809-
826; DOI: https://doi.org/10.60027/ijsasr.2024.5858
Development of Multimedia Teaching Content for Basketball in High School
Zhang Hui1, Wisute Tongdecharoen2, and Nopporn Tasnaina3
Faculty of Sports Science and Technology, Bangkokthonburi University, Thailand
1E-mail: 943836744@qq.com. ORCID ID: https://orcid.org/0000-0002-8166-8955
2E-mail: wisute.ton@bkkthon.ac.th. ORCID ID: https://orcid.org/0009-0008-5233-7533
3E-mail: aipia2489@gmail.com, ORCID ID: https://orcid.org/0009-0001-6086-0657
Received 28/09/2024
Revised 01/10/2024
Accepted 10/11/2024
Abstract
Background and Aim: In the continuous development of information technology, the global education sector
has been greatly impacted by the globalization of information, the application of modern information technology
can be seen everywhere, which will profoundly change education. Modern information technology with network
and multimedia technology as the core has been applied in physical education teaching in schools and universities.
It is necessary to reform and upgrade the traditional education mode and develop multimedia teaching methods.
Therefore, this research was to develop multimedia teaching content for basketball in high school, to promote the
use of multimedia technology in physical education teaching.
Materials and Methods: The survey included 516 students and 35 teachers from 10 high schools in Guangzhou,
questionnaire was used to investigate the current situation of basketball teaching. Then, 7 teachers were
interviewed to consult the problem solutions, and the indicator contents of multimedia teaching content for
basketball in high school was constructed by literature review and content analysis. Through 19 Delphi experts’
consensus, multimedia teaching content for basketball in high school was established. Finally, 9 experts were
invited to confirm the developed multimedia teaching content by the Connoisseurship method. In this research,
mean, standard deviation and coefficient of variation were used to analyze the data.
Results: After two rounds of Delphi method investigation, statistics, and modification, there are 92 indicators
suitable for using multimedia in high school basketball teaching content. The content of high school multimedia
basketball teaching is designed and includes the origin and development of basketball, sports injuries, and
prevention, basic movement of a basketball player, dribble technique, one-handed marching shot, basic movement
of a basketball player, basic basketball rules, shoot technique, pass technique, defend technique, breakthrough
technique, advanced dribbling, steal technique, zone cooperation, pick and roll and defense, attacking match, fast
break and defense, one-on-one check, offensive zone defense.
Conclusion: The multimedia teaching content for basketball high school in Guangzhou was effective and
appropriate, and can be integrated into the teaching plan.
Keywords: Multimedia, Teaching Content, High School Basketball Courses
Introduction
Since the information revolution of the mid-1950s, mankind has entered the information age for
several decades, and information technology represents the general trend of development in the present era
and advanced productive forces. In today's world, an information technology revolution is unfolding, which
is specifically manifested in the fact that information technology has been widely introduced into all kinds
of production activities, bringing automation to a new level. Especially since entering the 21st century,
information technology has touched most of the fields related to our lives, but its impact on education is
not obvious. Therefore, since entering the new era, China has attached great importance to educational
information. In April 2018, the Ministry of Education (MOE) issued the Action Plan for Education
Informatization 2.0, and in February 2020, the MOE issued the Priority Work on Education Informatization
and Cyber security for the Year 2020. Both documents emphasize the important role of education
informatization. Education informatization requires the application of certain IT means and methods in
teaching, the core content of which is teaching informatization. This requires the comprehensive use of
computers, multimedia, and other modern information technology means in the process of education and
teaching, and the promotion of education and teaching reform to meet the requirements of the new era of
informatization (Ministry of Education, 2018).
In high school physical education and health teaching, physical education teachers can not only use
the Internet to teach students multi-dimensional, comprehensive, personalized knowledge and skills, but

International Journal of Sociologies and Anthropologies Science Reviews
Volume 4 Issue 6: November-December 2024: ISSN 2985-2730
Website: https://so07.tci-thaijo.org/index.php/IJSASR/index
[810]
Citation
Zhang, H., Tongdecharoen, W., & Tasnaina, N. (2024). Development of Multimedia Teaching Content for
Basketball in High School. International Journal of Sociologies and Anthropologies Science Reviews, 4 (6), 809-
826; DOI: https://doi.org/10.60027/ijsasr.2024.5858
also use the existing information technology and the current high school physical education and health
curriculum, innovative teaching methods, to meet the individual learning needs of students, and to truly
achieve the students as the main body. At present, information technology in the field of education is of
great significance, so it is particularly important to carry out the reform of information technology in
education, the application of information technology to physical education is imperative (Liu & Wang,
2021).
In the continuous development of information technology, the global education sector has been greatly
impacted by the globalization of information, and information is also affecting our lives, the application
of modern information technology can be seen everywhere, which will profoundly change education.
Modern information technology with network and multimedia technology as the core has been applied in
physical education teaching in colleges and universities. It can be seen that multimedia technology has
become an important research topic in physical education teaching. At present, most of the teaching modes
in our schools have undergone great changes, and the traditional teaching modes can no longer meet the
needs of education in the new era. It is necessary to reform and upgrade the traditional education mode,
introduce multimedia technology, develop multimedia teaching methods, improve teachers' classroom
efficiency, and promote the development of physical education (Zhang & Chen, 2020). However, there is
no referable multimedia teaching content for basketball, and many secondary school physical education
teachers have no reference in theory and cannot keep pace with the development of the times in practice,
which greatly restricts the effective use of multimedia technology in physical education. Therefore, this
research discusses and analyses the basketball multimedia teaching content in physical education courses
based on studying the actual situation of physical education teaching in secondary schools, aiming to build
multimedia teaching content for basketball in high schools and promote the use of multimedia technology
in physical education teaching.
Objectives
Main objective
To develop multimedia teaching content for basketball in high school.
Subsidiary objectives
1. To investigate the current situation and problems of basketball teaching in high schools in
Guangzhou City.
2. To draft the multimedia teaching content for basketball in high school in Guangzhou City.
3. To confirm the multimedia teaching content for basketball in high school in Guangzhou City.
Literature review
1. Multimedia application for teaching and learning
Multimedia applications for teaching and learning involve the use of digital tools, such as video,
audio, animation, graphics, and interactive content, to enhance the educational experience. These
applications provide diverse modes of representation that support different learning styles, engage students
more effectively, and make complex concepts easier to understand. Key components of multimedia
application in education such as (1) videos, podcasts, and animations help illustrate complex topics that are
difficult to convey through text alone. For example, science teachers might use video simulations to
demonstrate chemical reactions; (2) adding game elements, such as point systems and leaderboards,
motivates students and turns learning into an enjoyable experience. It enhances engagement by rewarding
progress and encouraging friendly competition; (3) teachers can organize and present information in a
visually engaging way through tools like PowerPoint, Prezi, or Google Slides, making it easier for students
to follow lessons; and (4) platforms such as Google Classroom or Microsoft Teams allow for collaboration
and interaction, encouraging communication and group work in virtual environments. Therefore,
incorporating multimedia in education enhances both teaching efficiency and student learning outcomes by
leveraging the power of technology to create richer, more interactive experiences (Mayer, 2009).

International Journal of Sociologies and Anthropologies Science Reviews
Volume 4 Issue 6: November-December 2024: ISSN 2985-2730
Website: https://so07.tci-thaijo.org/index.php/IJSASR/index
[811]
Citation
Zhang, H., Tongdecharoen, W., & Tasnaina, N. (2024). Development of Multimedia Teaching Content for
Basketball in High School. International Journal of Sociologies and Anthropologies Science Reviews, 4 (6), 809-
826; DOI: https://doi.org/10.60027/ijsasr.2024.5858
Wan (2021) proposed that basketball curriculums belong to elective curriculums in the physical
education curriculum structure of high schools. Since the establishment of basketball curriculums,
traditional teaching methods have been used, and the contents related to basketball teaching follow the
footsteps of the syllabus. Traditional teaching methods are completely bound by the syllabus, and the
content focuses on theoretical knowledge, while the teaching methods are mainly explained and
demonstrated by teachers combined with theories. For technical teaching, the teaching is arranged
according to the steps of fixed posture, dribbling and shooting, team cooperation, and tactics, which are too
monotonous inflexible, and unattractive to stimulate students' interest in learning. Moreover, the movement
released in this process is too mechanized, and it is difficult to mobilize students' enthusiasm for learning
through simple imitation, resulting in a lack of innovation and mobilization of thinking.
Wang et al., (2013) believe that reasonable and scientific teaching methods can arouse the enthusiasm
of students in the teaching process, and students gain knowledge in an active and relaxed learning
atmosphere, which is conducive to the cultivation of students' outlook on life and values. How to use
teaching methods has a very important impact on the development of teaching activities.
Zhou (2019) proposed that factors affecting the innovation of teaching methods are influenced by
traditional teaching concepts, teaching management systems, teaching evaluation mechanisms, etc. For the
reform of teaching, teachers should be provided with a good platform and learning environment, constantly
improve their ability to innovate teaching methods and highlight the core position of students in teaching.
There are commonalities between traditional teaching and multimedia teaching, which are embodied
in the demonstration image, intuitive and clear. The difference is that multimedia teaching combines high-
tech technology based on traditional teaching mode to stimulate students' enthusiasm for learning, and
makes full use of a complete demonstration part, decomposition part, group discussion part, post-learning
feedback part, evaluation part, introduction part, and other links in teaching, so that multimedia teaching is
needed by students and teaching, and becomes an important means of teaching assistance.
Lui (2019) selected the difficult point in traditional teaching and the teaching of basketball tactical
fundamentals as the teaching content, designed and made multimedia teaching courseware, analyzed the
teaching effect through teaching experiments, and found that: (1) The application of multimedia assisted
teaching in the teaching of basic basketball tactical cooperation has a positive effect on students'
understanding of the overall structure of tactical cooperation, cooperation timing, moving routes, and
mutual cooperation among players; (2) Compared with traditional teaching methods, both theoretical
knowledge and technical and tactical mastery have significant advantages; (3) Through the questionnaire
survey, it is found that most students are satisfied with the teaching effect of the basic basketball tactics by
using multimedia auxiliary teaching means; (4)The use of multimedia assistant teaching means can
stimulate students' interest in learning, can mobilize students' enthusiasm for learning; (5) The use of
multimedia assisted teaching can help understand the teaching content, accelerate the mastery of the basic
cooperation of basketball tactics, has been recognized by students, the use of multimedia assisted teaching
will effectively make up for the shortcomings of traditional teaching, is an effective means to improve the
quality of basketball tactics teaching.
Dou (2020) Vocational colleges are not equipped with perfect teaching facilities, weak teachers, and
poor student foundation. Physical education is taught only by explaining and demonstrating the method.
The traditional teaching mode makes it difficult to complete the teaching task, and students have low
interest in class, which cannot well reflect students' subjectivity. To improve the teaching quality and
enhance students' learning interest, an experimental study was carried out on the application of multimedia
technology in calisthenics teaching in vocational colleges at Shandong Provincial Vocational Technical
College. The results showed that multimedia can improve students' technical skills and knowledge, learning
interest and efficiency, solidarity and cooperation ability, and students' self-confidence in four aspects.
Improve students' learning quality, and make multimedia technology better applied to physical education
classrooms.
Zhang & Chen (2020) selected the multimedia teaching method under the background of "Internet"
and applied it to the teaching of alpine skiing. The multimedia teaching method is more helpful for students

International Journal of Sociologies and Anthropologies Science Reviews
Volume 4 Issue 6: November-December 2024: ISSN 2985-2730
Website: https://so07.tci-thaijo.org/index.php/IJSASR/index
[812]
Citation
Zhang, H., Tongdecharoen, W., & Tasnaina, N. (2024). Development of Multimedia Teaching Content for
Basketball in High School. International Journal of Sociologies and Anthropologies Science Reviews, 4 (6), 809-
826; DOI: https://doi.org/10.60027/ijsasr.2024.5858
to master the technical movements. 2. Multimedia teaching method is more effective in stimulating students'
interest in learning; 3. Multimedia teaching methods can effectively improve students' autonomous learning
ability; 4. Multimedia teaching methods can promote students' communication and collaboration ability; 5.
The multimedia teaching method has a good effect on eliminating students' fear.
The multimedia teaching is helpful: in improving the relationship between teachers, students, and
classmates, promoting students' teamwork ability, enhancing students' subjective initiative in learning, and
further cultivating students' interest in learning; Improve the combination of students' technical movements
and theories, and make the technical movements of long jump more standardized. It can make students fully
grasp the essentials of technical movements, and the technical movements of students in the experimental
group are more standardized than those in the control group. Enhance students' ability to analyze and solve
problems. The technical movements of the students in the experimental group should be relatively
standardized, and the achievement of reaching the standard was higher than that of the control group.
Yunwei (2020) In the process of traditional primary school physical education, teachers usually
combine oral instruction with blackboard writing, and only when the key points of teaching are involved
will they write them on the blackboard. However, students attention is often unable to concentrate, and
there is less communication and interaction between students and teachers. Multimedia teaching can avoid
these drawbacks. It can present the key points of teaching, and by adding some images and video clips, the
presentation of key contents is very intuitive. In this case, it is easier for primary school students to master
the related knowledge of sports. It is interesting and can improve the enthusiasm of students to learn, to
promote the quality of primary school physical education.
2. Basketball teaching and learning in high school
Basketball teaching and learning in high school is an essential component of physical education,
designed to develop students' physical skills, teamwork, and understanding of the game. The structured
approach to teaching basketball in high school focuses on both technical skills and theoretical knowledge,
promoting physical fitness, strategic thinking, and social interaction. Fundamental skills development such
as dribbling, shooting, passing, and defense and rebounding. Tactical and strategic learning such as
offensive plays, defensive strategies, and game rules and regulations. Physical conditioning such as
endurance training and strength training. By integrating technical training, physical conditioning, and team
dynamics, basketball education in high schools contributes to the holistic development of students, fostering
both athletic abilities and essential life skills (Smith, 2018).
Zhao (2016) believes that the physical education and health curriculum semester teaching plan is a
kind of teaching progress. It is to make reasonable and effective planning in advance according to the
academic year teaching plan, curriculum standards, textbook content, local and school requirements, and
special situations that may be encountered in this semester. The teaching contents of the semester stipulated
in the teaching plan of the academic year are organized into several teaching units according to the scientific
and reasonable number of teaching hours, and the teaching progress file of the approximate class time plan
is planned. "Everything in advance is established, not in advance is lost", the semester teaching plan is the
guarantee of normal teaching, for improving the quality of teaching has a great role.
Gao (2015) believes that the current rapid development of science and technology has been applied in
all walks of life, and school teaching is no exception, which has become a hot spot in current teaching. This
teaching method is also used in physical education teaching. The multimedia teaching method can help
students understand and master the technical essentials of basketball jump shot action more intuitively.
Compared with the traditional teaching method, the teaching effect has been significantly improved.
Deng (2012) proposed that teachers should organically combine scene setting with sports skill
teaching according to the teaching content and students' actual level, to make the physical education
teaching content closer to students' actual learning and life. By creating a relaxed and happy physical
education classroom atmosphere, teachers can enhance the overall development of students' sports skills
and physical quality, improve students' learning effect, and further stimulate students' learning interests. In
the teaching process, try to avoid the pursuit of formal situational teaching, pay attention to the use of

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Volume 4 Issue 6: November-December 2024: ISSN 2985-2730
Website: https://so07.tci-thaijo.org/index.php/IJSASR/index
[813]
Citation
Zhang, H., Tongdecharoen, W., & Tasnaina, N. (2024). Development of Multimedia Teaching Content for
Basketball in High School. International Journal of Sociologies and Anthropologies Science Reviews, 4 (6), 809-
826; DOI: https://doi.org/10.60027/ijsasr.2024.5858
situational teaching, improve the enthusiasm and initiative of students to learn motor skills, cultivate
sentiment, enlighten the mind, and promote the healthy development of students. Handle the relationship
between sports skill teaching and cultivating interest well, the relationship between the two is mutually
promoting and complementary, and cannot be separated artificially, good sports interest cultivation can
promote students to actively learn and practice, and better master sports technical movements. Strengthen
the training of PE teachers' innovative ability, advocate teachers to explore hidden PE curriculum resources,
and so on.
3. Development of multimedia for sport teaching
The development of multimedia for sports teaching involves integrating various technological tools
and resources to enhance the learning and training experience. Multimedia can significantly improve how
sports skills and knowledge are conveyed, making learning more engaging and effective (Doolittle & Hicks,
2020). Multimedia for sports teaching are as follows: (1) Interactive Learning Tools: Interactive
applications and software can simulate game scenarios, provide video analysis, and allow athletes to
practice skills virtually. VR can immerse students in simulated game environments, providing practical
experience and improving decision-making skills (Gabbett, 2020). (2) Video Analysis: Coaches can use
video analysis tools to break down game footage, highlight techniques, and review performance. Slow-
motion and frame-by-frame video can help in analyzing and correcting athletes' techniques (Coutts &
Duffield, 2019). (3) Digital Simulations: digital games and simulations can teach strategies, tactics, and
game understanding. Interactive digital boards can be used to plan and visualize game strategies. (4) E-
Learning Modules: E-learning platforms can offer courses on sports techniques, strategies, and physical
conditioning. Online tutorials and webinars can provide additional training and expert insights (Harvey &
Morrow, 2021) (5) Data Visualization: Tools for tracking and visualizing performance data can help
athletes and coaches understand strengths and weaknesses. Visualization tools can present statistical data
in an accessible format for better analysis. (6) Interactive Whiteboards: Interactive whiteboards can be used
for drawing up plays, strategies, and game plans during team meetings (Kuehn & McCullough, 2020).
Molei (2013) argues that cognitivism emphasizes learning as an active process of understanding, not
just passive absorption of knowledge from teachers or textbooks. This theory highlights the importance
of internal motivation alongside necessary external stimuli, as learners are encouraged to engage deeply
with ideas and concepts rather than merely memorizing facts. Molei notes that developing students' interest
in the subject matter is key to fostering meaningful and effective learning experiences.
Guo (2023) explains that constructivism originated in the 1990s, based on the work of renowned
modern psychologist Jean Piaget, particularly his theory of children's cognitive development.
Constructivism posits that knowledge is not directly transmitted from teachers to learners. Instead, learners
actively construct their understanding of the world, with the support of teachers and peers, within a specific
context or social and cultural framework. This approach highlights the importance of interactive learning
environments where students can engage in meaningful discussions and activities that foster deeper
comprehension.
Liu (2019) explains that the humanistic teaching concept evolved from the humanistic learning
concept, primarily represented by Carl Rogers and Abraham Maslow. Rogers emphasized that education
should focus on developing individuals with fully realized personalities. Such individuals are characterized
by their initiative, sense of responsibility, and their ability to adapt to changes. They are also capable
of independent growth and can work toward self-actualization, fulfilling their potential and realizing their
value. This approach stresses the importance of emotional well-being and personal growth in the learning
process, aiming to create a holistic educational experience that nurtures both the intellectual and emotional
development of students.
Summary
The application of multimedia technology in physical education teaching is favored by the majority of
teachers and students. It must be said that multimedia technology-assisted teaching brings a lot of
convenience to teachers and students, and shows great advantages in the teaching of various physical

International Journal of Sociologies and Anthropologies Science Reviews
Volume 4 Issue 6: November-December 2024: ISSN 2985-2730
Website: https://so07.tci-thaijo.org/index.php/IJSASR/index
[814]
Citation
Zhang, H., Tongdecharoen, W., & Tasnaina, N. (2024). Development of Multimedia Teaching Content for
Basketball in High School. International Journal of Sociologies and Anthropologies Science Reviews, 4 (6), 809-
826; DOI: https://doi.org/10.60027/ijsasr.2024.5858
education subjects. In the classroom course, multimedia technology should be used appropriately to assist
teaching, give full play to its guiding role, and teach students how to carry out independent learning. In the
process classroom, the phenomenon of students‘ inattention often occurs, and multimedia technology-
assisted teaching, so that the classroom atmosphere becomes active, and the content becomes novel, can
well attract the attention of the students, to improve the students’ learning efficiency in the classroom. The
application of multimedia technology after class can obtain a large number of resources and information to
help teachers better prepare for class and reduce the burden on teachers. The application of multimedia
technology in the teaching classroom can strengthen the communication between teachers and students and
increase the interest in learning. The students‘ subjectivity is reflected, and they can learn independently,
explore learning, and grasp the important and difficult points of the classroom content, which is of great
help to the formation of students’ sports skills, the improvement of sports performance, and the cultivation
of sports interest. Therefore, developing and formulating the content of high school basketball multimedia
teaching, so that it can be used for teachers to set students' learning goals and tasks, and change the
traditional concept of teaching, has certain research significance.
Conceptual Framework
Figure 1 Conceptual Framework
Methodology
Research Tools: In this research, the following tools were used to conduct the research: (1) Teacher
questionnaire; (2) Student questionnaire; (3) In-depth Interview Questionnaire; (4) Delphi questionnaire;
and (5) Questionnaire for Connoisseurship.
Population and Sample: 516 students and 32 teachers from 10 high schools in Guangzhou City
were selected as a sample, to survey on the current status of basketball teaching. Systematic sampling was
employed to select the sample. In this regard,7 teachers were interviewed and consulted on solutions to
current teaching problems. 19 experts were invited to conduct Delphi consensus, to develop multimedia
teaching content for basketball in high school. 9 experts were invited to conduct connoisseurship to confirm
the developed multimedia teaching content.

International Journal of Sociologies and Anthropologies Science Reviews
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[815]
Citation
Zhang, H., Tongdecharoen, W., & Tasnaina, N. (2024). Development of Multimedia Teaching Content for
Basketball in High School. International Journal of Sociologies and Anthropologies Science Reviews, 4 (6), 809-
826; DOI: https://doi.org/10.60027/ijsasr.2024.5858
Data Collection
Stage 1: Investigating the problems in teaching basketball in senior secondary schools and consulting
experts for advice. Questionnaires were distributed to 516 students and 32 teachers from 10 high schools
in Guangzhou City to survey the current situation and problem of basketball teaching. After that, 7 teachers
were interviewed for consulting the problem solutions.
Tools: 1. questionnaire survey of students and teachers
2. in-depth interviews with 7 teachers on semi-structured questions
Stage 2: The construction of multimedia teaching content for basketball in high school. 19 experts
were invited to conduct two rounds of Delphi consensus, to develop multimedia teaching content for
basketball in high school.
Tools: 1. Literature and content analysis
2. Delphi questionnaire
3. Draft multimedia teaching content for basketball
Stage 3: Appreciation. After the multimedia teaching content for basketball in high school was
developed by 19 Delphi experts consensus. The developed multimedia teaching content was confirmed by
9 experts using the Connoisseurship method.
Tools: Appreciation by 9 experts through questionnaires, using the Connoisseurship method.
Data Analysis
Use a software package for data analysis, applying the following statistical techniques:
1. Descriptive statistical methods, such as calculating the mean and standard deviation, are used to
analyze the data collected from the questionnaire survey and questionnaire for Connoisseurship.
2. Descriptive statistics, namely the mean, and coefficient of variation, were used to analyze the data
from the Delphi consensus. For Delphi questionnaire data analysis, assessment criteria are Mean＞3.6, CV
＜0.25, and SD＜1.
3. For Connoisseurship data analysis using the Likert scale as follows:
Research Process

International Journal of Sociologies and Anthropologies Science Reviews
Volume 4 Issue 6: November-December 2024: ISSN 2985-2730
Website: https://so07.tci-thaijo.org/index.php/IJSASR/index
[816]
Citation
Zhang, H., Tongdecharoen, W., & Tasnaina, N. (2024). Development of Multimedia Teaching Content for
Basketball in High School. International Journal of Sociologies and Anthropologies Science Reviews, 4 (6), 809-
826; DOI: https://doi.org/10.60027/ijsasr.2024.5858
Results
Analysis of the current situation of basketball teaching in high school
To investigate the current situation and problems of basketball teaching in high school
the 10 high school teachers and students in Guangzhou, questionnaires were distributed to 516 students
and 32 teachers.
Table 1 Survey on the Teaching Objectives of Basketball Teaching (N=32)
It can be seen from Table 10 that in the current teaching target mode adopted by the basketball teachers
in Guangzhou, The two highest proportions in the survey correspond to "improvement of technology and
tactics" and "development of sports interest" " accounting for 98.5% and 86.6% of the total population, It
shows that Guangzhou high school basketball teachers attach great importance to students' technical and
tactical level and interest training, In other aspects, such as improving cooperation and communication
skills, Cultivating innovative thinking ability is still far from enough, To effectively promote the all-round
development of students, Basketball teachers should let students form a correct concept of sports, Guide
the students to correctly understand the meaning of sports, Establish the concept of lifelong sports, Attach
importance to the cultivation of students' interests, Cultivate students' self-exercise ability and habit. To
fully and deeply understand the teaching objectives, while paying attention to the skills and tactics, we
should also pay attention to cultivating students' spirit of cooperation, and innovative spirit, and
comprehensively improving the quality of students.
Table 2 Student satisfaction survey with basketball teaching content (N=516)
After surveying students’ satisfaction with their basketball class, it was found that many were
dissatisfied. According to Table 2, only 12.1% of high school students in Guangzhou reported being very
satisfied with their basketball class, 19.2% were satisfied, 36.8% felt moderately satisfied, 20.7% were
dissatisfied, and 11.2% were very dissatisfied. The survey revealed that teachers tend to spend too much
time explaining and demonstrating skills during basketball class, with limited opportunities for students to
engage in games. As a result, the class atmosphere becomes monotonous and boring, causing students to
lose interest and preventing effective learning outcomes.
In basketball instruction, while students need to learn and apply technical skills, the emphasis on
repetitive drills and lack of gameplay detracts from the enjoyment of the class. Many students feel that
basketball class should not consist solely of technical practice; the absence of games diminishes the
excitement and engagement. The goal of teaching should be to help students experience the joy of sports,

International Journal of Sociologies and Anthropologies Science Reviews
Volume 4 Issue 6: November-December 2024: ISSN 2985-2730
Website: https://so07.tci-thaijo.org/index.php/IJSASR/index
[817]
Citation
Zhang, H., Tongdecharoen, W., & Tasnaina, N. (2024). Development of Multimedia Teaching Content for
Basketball in High School. International Journal of Sociologies and Anthropologies Science Reviews, 4 (6), 809-
826; DOI: https://doi.org/10.60027/ijsasr.2024.5858
foster a lifelong interest in physical activity, and develop healthy habits. If students are unable to find
enjoyment in the class and lose interest, basketball class risks becoming just another routine physical
activity.
2. Analysis of teacher interview content
Through interviews with 7 experts, the interview results can be summarized as follows:
2.1 Basketball, as a popular outdoor sport, has been lacking for many years in more practical courses,
or even no theory courses. This is not because the teacher's theoretical level is low, not good at explaining,
but from the thought that students' understanding is limited, no interest in in-depth explanation. On the other
hand, the single media makes the technical teaching and theoretical explanation of basketball class limited
to dictation, and the media used is also limited to blackboard, chalk, books, wall charts, etc., which can only
express and transmit information with numerical values, text, teacher's voice or static images. Even if the
introduction of some new video data, also cannot like multimedia information integration, control, and
interaction, lets the students achieve the height of perceptual knowledge and rational knowledge, make
profound meaning, need divergent thinking basketball technology, tactical theory to live, become boring,
limit the students understanding of the connotation of basketball.
2.2 Basketball teaching is generally based on teachers' personal demonstration, explanation, and
diagram. In a poor outdoor teaching environment, the teacher's teaching is limited, the audio-visual effect
of the teaching is not ideal, and the problems in the teaching cannot be timely feedback to students so that
students cannot get the correct concept of action. It is very difficult to establish the correct action concept
in the teaching process. To enable students to master the action in a short period, teachers generally use
demonstration, explanation, the use of wall charts, slides, and other means, although there has been
improvement, there has been no fundamental change, or it is difficult to make teaching reach a higher level.
2.3 The teacher's demonstration has no background object, the explanation is empty, the key points
are difficult to highlight, the action process demonstration is short, lacks the relevance of space-time and
space change, so the detail of the action is difficult and inaccurate. Students can not generate associations
according to the description to form the appearance of the action, while the competition video is all a
technical demonstration, which is not easy for students to understand and understand the technical action.
Delphi consensus results
3.1 First round of Delphi consensus
In the first round, there were 190 three-level indicators subject to expert investigation and evaluation.
The average of three-level indicators was not greater than 3.66, standard deviation greater than 1, and
variation coefficient greater than 0.25. Therefore, they were selected out of the content system of high
school multimedia basketball. After the feedback, analysis, and modification of the first round of the Delphi
survey, 92 indicators were screened out and suitable for use in multimedia teaching content for basketball
in high school.
3.2 Second round of Delphi consensus
The mean value, standard deviation, and coefficient of variation of multimedia teaching content for
basketball in high school are obtained, and the results are as follows:

International Journal of Sociologies and Anthropologies Science Reviews
Volume 4 Issue 6: November-December 2024: ISSN 2985-2730
Website: https://so07.tci-thaijo.org/index.php/IJSASR/index
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Citation
Zhang, H., Tongdecharoen, W., & Tasnaina, N. (2024). Development of Multimedia Teaching Content for
Basketball in High School. International Journal of Sociologies and Anthropologies Science Reviews, 4 (6), 809-
826; DOI: https://doi.org/10.60027/ijsasr.2024.5858
Table 3 Delphi Statistics of the second round of tertiary indicators

International Journal of Sociologies and Anthropologies Science Reviews
Volume 4 Issue 6: November-December 2024: ISSN 2985-2730
Website: https://so07.tci-thaijo.org/index.php/IJSASR/index
[819]
Citation
Zhang, H., Tongdecharoen, W., & Tasnaina, N. (2024). Development of Multimedia Teaching Content for
Basketball in High School. International Journal of Sociologies and Anthropologies Science Reviews, 4 (6), 809-
826; DOI: https://doi.org/10.60027/ijsasr.2024.5858
Table 3 found that, in the second round of the 92 indicators expert survey, the average of all indicators
was greater than 3.66, the standard deviation was less than 1, and 92 indicators with a coefficient of
variation less than 0.25, retained the system. Therefore, after two rounds of investigation, statistics, inquiry,
and modification of the Delphi method, there are 92 indexes for high school basketball teaching content
suitable for using multimedia.
The indicators of multimedia teaching content for basketball in high school obtained above,
combined with the high school teaching plan, and interview the expert opinions, the following multimedia
teaching content for basketball in high school was developed as follows:

International Journal of Sociologies and Anthropologies Science Reviews
Volume 4 Issue 6: November-December 2024: ISSN 2985-2730
Website: https://so07.tci-thaijo.org/index.php/IJSASR/index
[820]
Citation
Zhang, H., Tongdecharoen, W., & Tasnaina, N. (2024). Development of Multimedia Teaching Content for
Basketball in High School. International Journal of Sociologies and Anthropologies Science Reviews, 4 (6), 809-
826; DOI: https://doi.org/10.60027/ijsasr.2024.5858
Table 4 19 lessons of multimedia script

International Journal of Sociologies and Anthropologies Science Reviews
Volume 4 Issue 6: November-December 2024: ISSN 2985-2730
Website: https://so07.tci-thaijo.org/index.php/IJSASR/index
[821]
Citation
Zhang, H., Tongdecharoen, W., & Tasnaina, N. (2024). Development of Multimedia Teaching Content for
Basketball in High School. International Journal of Sociologies and Anthropologies Science Reviews, 4 (6), 809-
826; DOI: https://doi.org/10.60027/ijsasr.2024.5858
3. Confirm the multimedia teaching content for basketball in high school
After the multimedia teaching content for basketball in high school was developed, 9 experts were
invited to conduct connoisseurship discussions. In terms of whether the content corresponds, there are five
answers, respectively strongly agree, agree, neutral, disagree, strongly disagree, recorded as 5, 4, 3, 2, 1.
This pattern is confirmed by calculating the mean and standard deviation of statistical data. For
connoisseurship data analysis using the Likert scale. 1.00-1.79 is lowest; 1.80-2.59 is Low; 2.60-3.39 is
moderate; 3.40-4.19 is high; 4.20-5.00 is highest. The test results are as follows:
Table 5 Survey statistics of high school multimedia basketball teaching content were confirmed.
From table 5 found that through the analysis of the expert evaluation results, the average score of each
index was more than 4 points, so the index was retained, which recognized that the multimedia teaching
content for basketball high school has been established. The experts’ comments are summarized as follows:
1. The Origin and Development of the Basketball Movement & Common Sports Injuries and
Prevention.
The content covers rich historical materials and authoritative references, and displays the historical
process through videos, charts, timelines, etc., to enhance students' interest; Through videos showing
practical operations, musculoskeletal models, 3D animations, etc., the mechanism of physical injury and
rehabilitation techniques can be vividly presented. Combined with case studies and professional advice,
students can effectively understand prevention methods. It is suitable for basketball players and coaches of
all ages and different skill levels, especially in the youth group, and the educational role of this kind of
content is particularly significant.
2. Basic Movements & Dribbling Techniques
Through clear teaching videos, the multimedia content gradually demonstrates the key points of each
movement, such as the placement of steps, the change of body center of gravity, etc., and explains the

International Journal of Sociologies and Anthropologies Science Reviews
Volume 4 Issue 6: November-December 2024: ISSN 2985-2730
Website: https://so07.tci-thaijo.org/index.php/IJSASR/index
[822]
Citation
Zhang, H., Tongdecharoen, W., & Tasnaina, N. (2024). Development of Multimedia Teaching Content for
Basketball in High School. International Journal of Sociologies and Anthropologies Science Reviews, 4 (6), 809-
826; DOI: https://doi.org/10.60027/ijsasr.2024.5858
correct hand control, eye direction, body posture, and other elements. At the same time, the use of slow-
motion replay and different angles of the camera can help students better observe and imitate the movement.
3. Shooting Techniques & Basic Basketball Rules
Through animations and demonstration videos, various foul actions and penalty standards are
explained to help students understand basketball rules more intuitively. At the same time, the actual
competition case analysis deepens the students' memory of the rules. 3D animation can be used to show the
Angle of the shot, the mechanics principle, the rotation trajectory of the ball, etc., to help learners better
grasp the shooting skills.
4. Passing & Defense Techniques
The teaching video gradually explains the passing technique, the timing of the ball, and the power
control, supplemented by the application in the specific game scene; Video demonstrations and slow-
motion analysis show the best positions, movements, and reaction times when defending. Subsequent
demonstrations of different match situations can be used to help learners understand how to deal with
defensive tasks in real confrontations.
5. Advanced Dribbling & Steal Techniques
Through detailed action analysis and visual presentation of action details, learners can understand and
master these techniques more deeply. Interactive virtual training can be added in the future so that students
can get timely feedback.
6. Zone Cooperation & Pick and Roll
Cover with teaching to show the timing of cover, foot movement, and the action details of different
attack options after cover; 3D animations can more clearly show how players move between different
defensive positions, as well as the strategy of defending outside shooters and players under the basket, and
slow-motion replays can help students understand the timing of every detail during rapid rotation and
coordination.
7. Attacking Match & Fast Break and Defense
Analyzing offensive possessions in actual games, showing how to break defensive formations through
passing and running. 3D animations and tactical diagrams help players understand the interactions and
stance changes in various positions on the court; Tactics boards, 3D animations, and slow-motion videos
detail running routes, screen timing, and post-catch decisions during pass and cut matches, as well as
demonstrate different types of defensive responses.
8. One-on-One Check & Offensive Zone Defense
In the instructional video of man-to-man defense, the animation can clearly show the player's stance,
movement path, and body posture, helping students understand how to limit opponents through reasonable
pace and confrontation. For zone defense, animations combined with slow-motion replays show the rotation
and fill-in details of each defensive player on the court, ensuring that students understand the defensive
responsibilities and tactical execution process for each area on the court.
Conclusion
The research results found that 1) Problems were that the class time is limited, and teachers need
to make full use of the class time; a multimedia facility is needed next to the basketball court; and
multimedia teaching resources need to be updated constantly to ensure cutting-edge and practical content.
2) The benefit was that a multimedia short video helps to enhance teacher teaching and student learning
because it can integrate modern teaching technologies for students to use in the classroom and after class,
making it more convenient and motivating for students and teachers in teaching and learning. 3) The
multimedia teaching plan for high school basketball, encompasses a wide array of skills and strategies. It
strategically categorizes content into new lessons, reviews, and tests, ensuring a structured learning
progression. The plan employs diverse multimedia formats, including videos demonstrating techniques like
dribbling, shooting, and passing, and interactive quizzes to reinforce learning. It covers fundamental
movements, injury prevention, and basketball rules, providing a holistic understanding of the
sport. Additionally, the plan delves into advanced tactics such as zone cooperation, pick-and-roll plays, and

International Journal of Sociologies and Anthropologies Science Reviews
Volume 4 Issue 6: November-December 2024: ISSN 2985-2730
Website: https://so07.tci-thaijo.org/index.php/IJSASR/index
[823]
Citation
Zhang, H., Tongdecharoen, W., & Tasnaina, N. (2024). Development of Multimedia Teaching Content for
Basketball in High School. International Journal of Sociologies and Anthropologies Science Reviews, 4 (6), 809-
826; DOI: https://doi.org/10.60027/ijsasr.2024.5858
fast breaks, catering to students with varying skill levels. This well-structured, multimedia-rich approach
aims to enhance student engagement and facilitate a deeper comprehension of basketball, fostering both
technical proficiency and tactical acumen. 4) Confirmation of designed high school multimedia basketball
teaching content was found that the multimedia basketball teaching content for high schools was accepted
as possible, appropriate, and practical by stakeholders.
Discussion
The integration of multimedia content into high school basketball education represents a significant
advancement in pedagogical practice, fostering a dynamic and efficient learning environment that resonates
with the digital natives of today. The efficacy of multimedia lies not only in its ability to enhance learning
outcomes but also in its capacity to streamline the instructional process, making it a valuable tool for both
educators and students.
The theoretical basis of the multimedia teaching method is as follows:
1. Cognitivism theory
Molei's (2013) cognitivism believes that learning is not a passive acceptance of knowledge from
teachers or books, but an effective understanding of what has been learned. In addition to necessary external
stimuli, students' learning is more important to have internal motivation, and the main theme is to cultivate
students' interest in ideas and concepts. From this, we can know that learning is an active internal process.
According to this view, the learning process is interpreted as the process of reconstructing knowledge based
on individual needs, interests, hobbies, etc. using the original knowledge cognition to actively make
selective information processing for the current external stimuli (such as new learning content). Therefore,
multimedia teaching methods should take into account how to stimulate students' learning interest and
improve learning initiative and learning efficiency. Develop students' cognitive ability, make students
become the subject of the learning process, and students' feedback information becomes the wind vane of
the teaching process.
2. Constructivist theory
Guo (2023) Constructivism originated in the 1990s and was proposed by the famous modern
psychologist Piaget from the theory of children's cognitive development. Constructivism holds that
knowledge is not instilled directly by teachers to learners, but that learners can use the help of teachers and
learning partners in a certain context, that is, under a social and cultural background. Use relevant learning
materials to construct their ability to make sense of relevant knowledge. Knowledge is not the final answer,
but an explanation, an assumption; Knowledge is created according to situational needs; Knowledge is built
by students based on their own experience and background. The constructivist learning concept emphasizes:
the active constructivism of learning, the social interaction of learning, and the situational nature of learning.
These three characteristics require teachers to fully realize the importance of independent learning and
cooperative learning. The students' independent preview and after-class communication and discussion
advocated in the multimedia teaching method are similar to the constructivist learning concept, and at the
same time conform to modern curriculum standards. Constructivism is different from the traditional
learning theory and teaching thought and has important guiding values for teaching design.
3. Humanistic teaching theory
Lui (2019) Humanistic teaching concept is developed and formed based on the humanistic learning
concept, and the main representatives are Rogers and Maslow. Rogers believed that education should
produce people with fully developed personalities. This kind of person has initiative and responsibility, can
adapt flexibly to changes, is a person of independent development, and can realize self-worth. In contrast
to the traditional teaching practice of teachers and book content as the core, the humanistic education
principle is "student-centered", regards students as the master of learning, and all teaching activities revolve
around students. The essence of multimedia teaching is to use its diversity such as sound, pictures, etc., to
replace the teacher's oral ambiguity, demonstration immediacy, and other traditional teaching methods, so
that the learning content is richer and the learning way is more convenient. Humanistic education is to
cultivate students into flexible, adaptable, and creative people, in line with the "four-in-one" goal advocated

International Journal of Sociologies and Anthropologies Science Reviews
Volume 4 Issue 6: November-December 2024: ISSN 2985-2730
Website: https://so07.tci-thaijo.org/index.php/IJSASR/index
[824]
Citation
Zhang, H., Tongdecharoen, W., & Tasnaina, N. (2024). Development of Multimedia Teaching Content for
Basketball in High School. International Journal of Sociologies and Anthropologies Science Reviews, 4 (6), 809-
826; DOI: https://doi.org/10.60027/ijsasr.2024.5858
by our school sports, through the addition of multimedia teaching to promote students to enjoy the fun of
learning basketball, mobilize students' interest in learning, enhance physique, improve personality, exercise
will so that students can give full play to their learning ability. Change the traditional teacher-student
relationship in teaching, teachers from the masters of the classroom into the guides of students, and students
become the real masters of learning.
Multimedia's efficiency is rooted in its ability to cater to diverse learning styles through the
integration of visual, auditory, and interactive elements. This multifaceted approach facilitates the
comprehension of complex concepts, such as basketball techniques and strategies, by presenting
information in multiple formats. Research by Lui (2019) supports this notion, demonstrating that
multimedia-assisted instruction significantly improves students' understanding of tactical fundamentals
compared to traditional methods. This is further corroborated by Dou's (2020) study, which reveals that
multimedia integration enhances technical skills, knowledge acquisition, and overall learning enthusiasm
among vocational college students. Beyond its ability to enhance comprehension, multimedia fosters
efficiency by promoting active participation and intrinsic motivation. Interactive simulations, virtual reality
experiences, and gamified tasks transform the learning process into an immersive and enjoyable endeavor,
encouraging students to take ownership of their learning journey (Zhang & Chen, 2020). This active
engagement not only enhances learning outcomes but also cultivates essential 21st-century skills such as
problem-solving, collaboration, and critical thinking.
The efficiency of multimedia is further amplified by its adaptability to individual learning needs.
Personalized learning pathways, enabled by multimedia platforms, empower students to progress at their
own pace, ensuring that both novices and advanced learners are optimally challenged (Yunwei, 2020). This
tailored approach, coupled with the ability to access content beyond the classroom, fosters a culture of self-
directed learning, a critical skill in the digital age. Moreover, the efficiency of multimedia instruction is
bolstered by its alignment with the learning habits and technological proclivities of contemporary students.
Digital natives, accustomed to navigating a multimedia-rich world, readily embrace instructional modalities
that mirror their everyday experiences (Gao, 2015). This familiarity enhances engagement and facilitates
the seamless integration of multimedia tools into the pedagogical landscape.
In conclusion, the incorporation of multimedia content into high school basketball education is not
only effective but also remarkably efficient. Its capacity to enhance learning outcomes, stimulate
engagement, personalize instruction, and align with the digital fluency of modern learners positions it as an
indispensable tool in the contemporary educational arsenal. As technology continues to evolve, the potential
of multimedia to revolutionize basketball education and beyond is boundless.
Recommendation
Recommendation for this research
1. Schools should encourage and support multimedia teaching, and the hardware facilities provided
should be updated in time to keep pace with The Times.
2. Teachers need to update multimedia teaching resources constantly to ensure that the content is
cutting-edge and practical.
3. Multimedia teaching cannot completely replace conventional teaching; it can only be used as an
auxiliary teaching means. The traditional teaching methods complement each other, complement each other,
to achieve the best teaching effect.
Recommendation for further research
1. With the continuous development of multimedia teaching in high school sports and health courses,
the research space for multimedia basketball teaching will be more and more large. The follow-up research
can focus on the teaching content design of the multimedia basketball unit course.
2. Empirical research is carried out to improve the teaching program of the multimedia basketball
module.
3. Feasibility study of providing multimedia teaching content for other projects.

International Journal of Sociologies and Anthropologies Science Reviews
Volume 4 Issue 6: November-December 2024: ISSN 2985-2730
Website: https://so07.tci-thaijo.org/index.php/IJSASR/index
[825]
Citation
Zhang, H., Tongdecharoen, W., & Tasnaina, N. (2024). Development of Multimedia Teaching Content for
Basketball in High School. International Journal of Sociologies and Anthropologies Science Reviews, 4 (6), 809-
826; DOI: https://doi.org/10.60027/ijsasr.2024.5858
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International Journal of Sociologies and Anthropologies Science Reviews
Volume 4 Issue 6: November-December 2024: ISSN 2985-2730
Website: https://so07.tci-thaijo.org/index.php/IJSASR/index
[826]
Citation
Zhang, H., Tongdecharoen, W., & Tasnaina, N. (2024). Development of Multimedia Teaching Content for
Basketball in High School. International Journal of Sociologies and Anthropologies Science Reviews, 4 (6), 809-
826; DOI: https://doi.org/10.60027/ijsasr.2024.5858