<![CDATA[Academic writing plays a pivotal role in disseminating knowledge, with strategic language use influencing how readers perceive and process information. In physical education, especially in teaching motor skills such as basketball passing, the clarity and accessibility of instructional language significantly affect learning outcomes. This study aims to examine the effectiveness of using modified balls standard basketballs, rubber balls, and volleyballs as instructional tools in enhancing passing skills among junior high school students. A quasi-experimental approach using one-way analysis of covariance (ANCOVA) was employed. The sample consisted of 111 students from SMP Negeri 1 Salam Babaris, Indonesia divided into treatment groups using different ball types. The research instrument included wall-passing tests and structured observational checklists. Results indicate that the use of modified balls significantly improves basketball passing performance, with rubber and volleyballs yielding superior outcomes compared to standard balls. The findings suggest that adaptive instructional tools aligned with students’ physical profiles foster more effective skill acquisition. This research introduces the novelty of context-based equipment modification as a pedagogical intervention in physical education. The implications underscore the importance of innovative, student-centered learning strategies to enhance engagement and performance. This study contributes to pedagogical development by shifting instructional design from conventional tools to adaptive, value-driven educational practices.]]>
