運動技術的理解遊戲-一段標槍學習過程的詮釋學省思

Abstract

本研究旨在探討運動技術的理解現象,釐清在學習的過程中,理解境遇的重 要性,以及其與對象間的交互作用。研究者首先進行詮釋學的理論探討,在綜 合施萊爾馬赫的詮釋學循環和高達美的遊戲理論後發現,理解乃一主體涉入 的、不斷循環遊戲的過程,而不同學習階段的不同理解與對某些對象的無法理 解乃是必然的結果。其次,研究者對自己學習標槍的過程進行敘說探究,發現 該過程與上述遊戲理論相符,並且從中分析出四個緊密結合的遊戲層面,分別 是不同運動項目間、技術的部分與整體間、認知與體知間、以及學習者與教學 者間的循環遊戲。最後,將上述研究成果應用到運動技術的教學、訓練與競賽 場域,研究者建議,運動技術的教學者、學習者與競賽者應視不同情境,對不 同的理解對象採取不同的遊戲態度,分別是敢於遊戲、拒絕遊戲與設計遊戲, 方能收到更有效的教學成果,或是促成更優異的運動表現。
The purpose of this study is to analyze the understanding process of sport techniques. It declares the importance of a learner’s state of situation and its interactions with the object in the process toward understanding. After the analysis of Schleiermacher’s and Gadamer’s hermeneutic theories, the researcher discovers that understanding is a circle of games which always involve our state of situation. That is reasonable that different understandings always occur and sometimes we can’t even understand—since our situation is always changing. Based on the discussion above, the researcher tried to narrate his own experience of javelin learning. The result shows that the whole process is not only a simple circle of games, but can be divided into four different and yet strongly connected circles. They exist in between different kinds of sport; parts and whole techniques; mind and body; also instructor and learner. Finally, to imply our conclusion above to sport teaching, training, and competition, the researcher suggests that sport instructor, learner, and competitor should take different attitude toward the understanding game in different situations. They should dare to play, refuse to play or even set a game others to play in order to achieve better learning or athlete performance.

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Keywords

運動技術, 遊戲, 詮釋學, 標槍, 高達美, sport technique, game, Hermeneutics, javelin, Gadamer

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