理解式球類教學對國小五年級學生排球學習效果之研究

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2007

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本研究目的在於探討理解式球類教學對國小五年級學生技能與比賽表現的學習效果,並瞭解不同技能學生對學習效果的知覺情形。研究參與對象為體育專家教師1位及其原授課班級1班,男生12位,女生15位,合計27位學生。實施12節理解式排球教學,以排球發球技能測驗、團隊運動評量工具(TSAP),進行前後測驗。所蒐集之量化資料採獨立樣本t考驗、相依樣本t考驗與共變數分析加以處理;以半結構性訪談蒐集質性資料,採用持續比較法進行內容分析。研究結果發現:(一)在理解式球類教學後,學生對排球運動之技能表現與比賽表現有明顯的進步。(二)在理解式球類教學後,男女學生對排球運動之技能表現與比賽表現有明顯的進步。(三)在理解式球類教學後,不同性別學生對排球運動之技能表現與比賽表現沒有明顯的差異。(四)在理解式球類教學後,不同技能的高低技能學生對排球運動之技能表現與比賽表現有明顯的進步。(五)不同技能的高低技能學生在接受理解式球類教學後,對排球運動技能表現與比賽表現學習效果的知覺情形有進步的現象,亦即理解式球類教學法能提昇不同技能的高低技能學生參與球類運動比賽表現的學習效果。本研究發現可供師資培育機構和體育教師在設計課程與評量方式等方面,作為體育教學方面的參考。
This study was aimed to investigate the learning effects of Teaching Games for Understanding (TGfU) on volleyball learning and students’ game performance among the fifth-grade elememtary school students. It was also aimed to examine the perception of the learning effects among students with different skill levels. The participants of this study included one male physical education teacher and his students (12 boys and 15 girls, a total of 27). Sixteen lessons of volleyball instruction based on TGfU were conducted in this study. Pretest amd posttest were administered on students’ skill tests of volleyball serve, and Team Sport Assessment Procedure (TSAP). The quantitative data were analyzed by independent t-test, paired-samples t-test and the analysis of covariance (ANCOVA). The qualitative data were collected by semi-structured interviews and were analyzed by using constant comparison method. The results of this study were as follows: (1)After the instruction of TGfU, students made significant progress in volleyball sports skills and in game performance. (2)After the instruction of TGfU, both boys and girls made significant progress in volleyball sports skills and in game performance. (3)After the instruction of TGfU, there was no significant difference among students with different gender on volleyball sports skills and game performance. (4)After the instruction of TGfU, students with different skill levels made significant progress in volleyball sports skills and in game performance. (5)After the instruction of TGfU, students with different skill levels made progress in the perception of the learning effects on volleyball sports skill and on game performance. TGfU could improve students’ learning effects and game performance on volleyball games. The findings of this study could be used as a base of reference for teacher education institutes and physical education teachers when they design curricura.

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理解式球類教學, 學習效果, TSAP, 不同技能水準, Teaching Games for Understanding (TGfU), learning effects, Team Sport Assessment Procedure (TSAP), different skill level

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