| Summary: | 碩士 === 國立臺東大學 === 體育教學碩士在職專班 === 99 === The purpose of this study was to investigate the effects of Teaching Games for Understanding (TGfU) toward cognition, affection, objective and subjective skills and game performance in petanque among the fourth-grade students, to compare the gender discrepancy in learning effects, and to explore the perceptual condition of the learning effects in those with different skill levels. The participants of this study consisted of 28 fourth-grade students, 15 boys and 13 girls, whose school was located in Kaohsiung City. The course designed according to TGfU approach was conducted with 12 lessons of petanque teaching intervention. Five measurements with regard to cognition, affection, objective and subjective skill tests, and Game Performance Assessment Instrument (GPAI) were administered individually in the pretest and posttest periods. The quantitative data were analyzed using paired-samples t-test and analysis of covariance (ANCOVA). The qualitative data were collected via interview with the physical education (PE) teachers and through their teaching diaries. The results were as follows: (1) there were significant learning effects on cognition(t =-13.49, -8.19, -11.91), affection(t =-3.25, -2.19, -2.36), subjective skill(t =-13.96, -9.23, -10.68) and game performance(t=-16.87, -11.76, -11.51) for all students, boys and girls(p＜.05); (2) the learning effects were not significantly different between both sexes on cognition, affection, objective and subjective skills, and game performance; (3) there were visible effects on perception condition of the learning effects on cognition, affection, and game performance in the students with different skill levels. The learning interest in PE class could be enhanced in students involved in the TGfU approach. In conclusion, the TGfU approach could benefit the elementary school students in the cognition, affection, subjective skills, and game performance, irrespective of male and female students and individuals with high or low skill. In addition, such an approach could improve the learning motivation and interest in PE class for the elementary school students.
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