Reflective Thinking and its Relationship with the Performance of Selected Offensive Basketball Skills Among University Students

The current study explores the correlation between reflective thinking and the chosen offensive basketball skills in students. This involved evaluating the degree of reflective thinking and relating it to performance in certain offensive skills, that is, receiving, high dribbling, chest passing, long passing, and lay-up shooting. The descriptive correlational design was chosen as it was consistent with the nature of research problems. The sample consisted of undergraduate students, and it was chosen based on predetermined scientific criteria. The study used various measures, such as a reflective thinking scale and three composite skills tests in basketball. The average of the reflective thinking scale was 83.26 (SD = 9.759) which was higher than the mean of 67 of the hypotheses. The t-value was 11.057 at p <.001 meaning that the participants reflected high level of thinking. In addition, it was established that reflective thinking has statistically significant positive relationships with the first test (r = .684), the second test (r =.612), and the third test (r =.597) with a significant level of p =.000. These findings indicate that there is an improvement in performance on complex offensive basketball skills as the level of reflective thinking increases. Reflective thinking is involved in the organization of motor performance but also improves the quality of learning skills among students. The research suggests the introduction of new instructional methods that will facilitate the development of reflective thinking in physical education lessons. The practice is in line with Sustainable Development Goals associated with quality education, and good health and well-being.