理解式球類教學法對國中生軟式高爾夫學習效果之研究

Abstract

本研究目的主要透過理解式球類教學法（TGfU）探討國中生對軟式高爾夫運動之認知與比賽表現之學習效果，並瞭解學生對軟式高爾夫學習效果的知覺情形。研究對象為臺北市某私立國中七年級學生，男生15人，女生15人，共30位學生，授課教師為一資深的體育教師，對高爾夫球類教學法具十年的豐富經驗。本研究以理解式球類教學法，實施8節軟式高爾夫的課程，教學前後進行高爾夫認知測驗與比賽表現評量（GPAI），並於8節課後以半結構訪談方式分別訪談4位學生，男女生各2位，將所蒐集之質性資料進行內容分析。認知測驗與比賽表現評量以獨立樣本t考驗、相依樣本t考驗進行量化資料的統計分析。研究結果為：（一）學生的認知與比賽表現皆有顯著的進步，達顯著差異。在認知表現前測成績平均數為61.33，後測成績平均數為80.00，t值為-11.88，p＜.05；在比賽表現前測成績平均數為60.88，後測成績平均數87.66，t值為-13.84，p＜.05。（二）男女學生在認知與比賽表現皆有進步，但無差異。（三）訪談資料顯示學生一致認為在軟式高爾夫學習效果上有明顯的進步，學生喜歡且能認同這項屬於迷你型的高爾夫運動，同時也覺得以理解式球類教學法上體育課，對他們在軟式高爾夫學習上有很大的幫助，在認知與比賽表現上達到提升學習的效果。根據本研究發現可供體育教師在體育教學與師資培育機構培訓課程做參考。建議未來軟式高爾夫可推廣至各學習階段，並在理解式球類教學法的資料庫中建立相關的教材教法。

The purpose of this study was twofold. Firstly, to investigate the learning effects of Teaching Games for Understanding (TGfU) on Snag Golf cognitive and game performance among the junior high school students. Secondly, to examine the perception of students towards the learning effects. Thirty junior high school students (15 males and 15 females) volunteered to participate in this study. The teacher was an expert PE teacher with 10 years experiences in teaching golf. The study used a mixed methodology to examine the learning effects of TGfU through 8 lessons of Snag Golf instruction. Pretest and posttest were administrated using cognitive test and Games Performance Assessment Instrument (GPAI). The quantitative data were analyzed by pair-samples t test, independent t test. The qualitative data were collected by conducting semi-structured interviews to 4 students (2 males and 2 females), and analyzed using constant comparison method. The results were: (1) There were significant learning effects on cognitive and game performance for all students. The average of cognitive performance pretest was 61.33, the average of posttest was 80.00, t was -11.88, p＜ .05；The average of Game Performance pretest was 60.88, the average of the posttest was 87.66, t was -13.84, p＜ .05. (2) The learning effects on gender were not significantly different on cognitive skill and game performance. (3) Students thought that they showed improvement in Snag Golf learning and had positive attitude towards this mini golf sport. They also indicated that taking these lessons could help them learn and make progress in their cognitive and game performance. The findings of this study could be used as a base of reference for physical education teachers in selecting physical education teaching method, and PETE unit in adding TGfU courses. It was suggested that Snag Golf should be introduced to all school levels, and the findings of this study should be added to the database and website of TGfU.