Music Tempo and Motor Performance in Basketball: The Mediating Role of Biofeedback within Performance Arts Education

Abstract

Purpose: This study examines the influence of music tempo alignment on motor performance in basketball and investigates biofeedback responsiveness as the mediating mechanism within a performance arts education context. The study further explores whether performance arts education integration strengthens the relationship between biofeedback responsiveness and basketball motor performance.

Method: A cross-sectional model was developed using four constructs: music tempo alignment, biofeedback responsiveness, motor performance in basketball, and performance arts education integration. A total of 312 student-athlete cases was collected and analyzed through a PLS-SEM style workflow. The questionnaire, measurement statistics, discriminant validity, R-square values, and path analysis were also reported.

Findings: The analysis supported all five hypotheses. Music tempo alignment significantly influenced motor performance and biofeedback responsiveness. Biofeedback responsiveness significantly influenced motor performance and mediated the tempo-performance relationship. Performance arts education integration positively moderated the relationship between biofeedback responsiveness and motor performance.

Originality/Implications: The manuscript contributes an interdisciplinary model linking music tempo, biofeedback, and basketball motor learning. It suggests that tempo-guided basketball instruction is most effective when learners can interpret physiological feedback and when courses use embodied performance arts pedagogy to connect rhythm, body awareness, and skill execution.