運動教育模式對學生技能學習與學習態度之影響

• Main Author: 陳昭宇
• Other Authors: 林靜萍
• Format: Others
• Language: zh-TW
• Published: 2004
• Online Access: http://ndltd.ncl.edu.tw/handle/06819126749186900236

碩士 === 國立臺灣師範大學 === 體育學系 === 92 === The Effects that Sport Education Model Had On The Skill Learning And Attitude Learning ---Eight Graders’ Basketball Curriculum ABSTRACT The purpose of this study was to examine the effects that a sport education model had on the skill learning and attitude learning levels of eight grade students in a basketball unit. The subject of this study was twenty-two male and sixteen female eight-grade students. Through the sixteen classes of sport education model in basketball unit, all students were given a pre- and post-skill test to determine skill improvement. According to the pre-skill test results, students were divided into nine groups and three skill levels, which were high-skill, middle-skill, and low-skill. For student attitude learning development, attitude-learning scales was given to students to determine attitude learning, also by the interviews to understand students’ reactions to the characteristics of the sport education model. Sport education model was the independent variable; skill learning and attitude learning were the dependent variables. This study was taken dependent t-test, analyzes of covariance, and group interviews to collect and analyze data. The followings were the results: 1.There were significant differences in skill evaluation at receiving Sport Education Model. 2.There were no significant differences in skill evaluation between different skill performances. 3.Students in this class presented that we all had positive changes for this part of physical education. 4.the followings were the conclusions: a. The friendships among the group members were developed and the solutions were figured out commonly in the affiliation. b. The students had sufficient time to participate in physical activities and the combinations were given to each group to stimulate the movement and promote the skill performance. c. Base on the interaction, team affiliation was given to different skilled students to promote the participations and reveal the cooperation. d. The formal competition was given to students to get the real sport experiences in sport education model and skill level improved for the students were observed. e. The students were actively involved in various roles of the sport education model. Through this participation, the abilities of making decision were developed. Meanwhile, the students learn sport rules as possible as they could. Keywords: Sport Education Model, Skill Learning, Attitude Learning