| Summary: | 碩士 === 臺北巿立體育學院 === 運動科學研究所 === 92 === The objective of this research is to explore the effects of various physical-education learning models to learning situation perceptions and learning effects. In addition, this research is also designed to explore the interrelationships between learners’ learning situations and learning effects after various physical education models are interposed into teaching. Subjects of this research are 99 tennis beginners selected from first year National Defense Academy cadets. After selection, the subjects were randomly grouped into three study groups - Fun-teaching Mini Tennis Group, Traditional Tennis Teaching Group, and the Control Group. The average age of the research subjects is 18.78 years old. This research was conducted over an eight-week period, and a pre-teaching and a post-teaching questionnaire survey were implemented to explore the results of tennis action skills. Data derived were statistically analyzed and the following conclusions resulted:
一、In-group differences after teaching
（一）The results of in-group comparison show that the post-teaching learning effects on the categories of challenge situation perception, competition situation perception, enjoyment perception, tennis action skill, and tennis skill learning cognition are all significantly higher than the scores taken before teaching.
（二）In addition, for the categories of learning situation perception and fear situation perception, all test groups demonstrated that the pre-teaching scores are significantly higher than the post-teaching scores.
二、Inter-group differences after teaching
（一）After teaching, all three groups displayed significant differences on learning effects for the variables of challenge situation perception, competition situation perception, fear learning situation perception, enjoyment perception, sense of boredom perception, various tennis action skills, overall tennis action skills, and skill learning cognition.
（二）From further post-teaching comparison, we derived that for the two variables — fear learning situation perception and sense of boredom perception, the control group scored higher than the Traditional Teaching Group and Fun Teaching Mini Tennis Group. Other than the above, the Fun Teaching Mini Tennis Group displayed significantly better results on all other variables than the Traditional Teaching Group and the Control Group.
三、The interrelationships between Learning Situation Perception and the variables after teaching
（一）The challenge situation perception and competition situation perception appeared to have positive relations with sense of enjoyment of the learning satisfaction perception category and the variables of action skill and skill learning cognition, but appeared to have significant negative relations with fear situation perception and sense of boredom. Moreover, challenge situation perception and competition situation perception appeared to have significant positive interrelation. Secondly, the fear situation perception appeared to have significant negative relations with the items of sense of enjoyment perception, action skill, and skill learning cognition individually, but the item of fear situation perception has significant positive relation with sense of boredom perception.
（二）The item sense of enjoyment perception of the learning satisfaction perception category appeared to have significant positive relations with action skill and learning cognition. In addition, sense of boredom perception has significant negative relations with sense of enjoyment perception, action skill, and learning cognition individually.
（三）Action skill, on the other hand, has a significant positive relation with skill learning cognition.
四、Using learning situation perception variables to predict learning effects
（一）The items of “Challenge Learning Situation Perception” and “Competition Learning Situation Perception” in the Learning Situation Perception category can effectively predict a learner’s “Overall Learning Effect”. In which, the “Challenge Learning Situation Perception” is the most influential factor.
（二）The items of “Challenge Learning Situation Perception” and “Competition Learning Situation Perception” in the Learning Situation Perception category can individually predict a learner’s “Action Skill”, “Skill Learning Cognition”, and “Sense of Enjoyment Perception”. In which, the “Challenge Learning Situation Perception” is the most influential factor. In addition, the items of “Challenge Learning Situation Perception”, “Competition Learning Situation Perception”, and “Fear Learning Situation Perception” in the Learning Situation Perception category can be used to predict a learner’s response to the variable — “Sense of Boredom Perception”. In which, the factor, “Challenge Learning Situation Perception” carries the most influences.
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