<![CDATA[Purpose of the study: This systematic literature review aims to critically examine and synthesize the existing empirical evidence on the effectiveness of the command teaching style in improving chest pass and bounce pass skills within basketball learning contexts. The study seeks to determine the extent to which teacher-directed, command-based instructional approaches contribute to motor skill acquisition among learners across diverse educational and training settings. Materials and methods: A systematic search was conducted following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) 2020 guidelines. Three major electronic databases—Scopus, Web of Science, and PubMed—were searched from January 2014 to December 2024 using predefined Boolean search strings. After applying inclusion and exclusion criteria and conducting quality assessment using the PRISMA checklist, a total of 18 studies met the eligibility requirements and were included in the final synthesis. Results: The findings reveal that the command teaching style demonstrates significant positive effects on the acquisition and refinement of chest pass and bounce pass techniques, particularly among novice learners in structured educational environments. Studies consistently reported improvements in passing accuracy, technique conformity, and biomechanical execution. However, the effectiveness varies across age groups, skill levels, and cultural-educational contexts. Comparative analyses indicate that while the command style excels in foundational skill development, its long-term retention effects and transfer to game-play situations remain insufficiently explored. Conclusions: The command teaching style constitutes an effective pedagogical approach for initial basketball passing skill acquisition, particularly the chest pass and bounce pass. Nevertheless, its exclusive application without integration of student-centered strategies may limit higher-order tactical understanding and intrinsic motivation. Future research should employ longitudinal and mixed-methods designs to evaluate sustained skill retention, motivational outcomes, and cross-cultural applicability of this instructional approach.]]>
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