<![CDATA[General Background: Basketball learning requires technical proficiency together with tactical perception and decision-making because players must apply skills within changing game situations. Specific Background: Instruction that teaches basic skills separately from actual playing situations may provide limited opportunities for learners to apply skills, recognize tactical conditions, and select appropriate responses. Knowledge Gap: Systematic scientific testing is needed to examine mini-game-based learning for developing skill proficiency, tactical perception, and decision-making among female basketball students. Aims: This study examines mini-game-based learning for developing skill proficiency, tactical awareness, and decision-making among female basketball students in Najaf Governorate. Results: The study involved 30 female students aged 17–19 years and used pre- and post-testing to assess skill proficiency, tactical perception, and decision-making. The learning program progressed from simple to complex situations, including 1-versus-1, 2-versus-1, 2-versus-2, 3-versus-2, and 3-versus-3 scenarios. Post-test scores were higher than pre-test scores for the experimental group, with skill competency increasing from 52.07 to 68.07, tactical perception from 18.27 to 27.53, and decision-making from 17.07 to 25.67. The study reports statistically significant pre-test and post-test differences and higher post-test results for the experimental group. Novelty: The program integrates technical skills, tactical situations, and decision-making within progressively structured mini-game scenarios. Implications: The approach provides a basketball learning context in which students practice skills while perceiving situations, identifying options, and making decisions. Highlights: Skill competency increased from 52.07 to 68.07. Tactical perception increased from 18.27 to 27.53. Decision-making increased from 17.07 to 25.67. Keywords: Mini Game Learning, Basketball, Skill Proficiency, Tactical Perception, Decision Making]]>
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