An Action Research: Teaching Games for Understanding on Badminton in a Junior High School

• Main Authors: Hsia Wen Lung, 夏文龍
• Other Authors: Keh Nyit Chin
• Format: Others
• Language: zh-TW
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/83279982724934988581

碩士 === 國立臺灣師範大學 === 體育學系在職進修碩士班 === 99 === The purpose of this study was to use an action research approach to examine the learning effects of Teaching Games for Understanding (TGfU) on badminton towards cognitive and game performance of ninth-graders, and to understand the students’ and teacher’s perspectives on TGfU. Eight lessons of badminton instruction were conducted to twenty-two ninth-graders in a Taipei Junior High School (6 boys and 16 girls). The quantitative data were collected using cognitive test and Games Performance Assessment Instrument (GPAI) and analyzed statistically by independent t test to compare the pre-tests and post-tests. The qualitative data were collected through videotaping, teacher’s teaching diary, observation sheet of teaching, reflections of students, and interviews of teachers and students. These data were analyzed by constant comparison method. The results were as follows: 1.The ninth-graders had made significant improvement on cognitive test after TGfU teaching on badminton. 2. The ninth-graders had significant improvement on Games Performance after TGfU teaching on badminton. 3. Students showed positive attitude about the lessons content of TGfU on badminton teaching. They could improve in games knowledge and performance, have good exercise habits, and enjoy the fun of playing games. 4. The researcher had encountered 4 difficulties on TGfU: (1) The teachers have to control the lessons better. (2) The lessons should be designed for students’ learning. (3) The design of lesson should combine with the use of computers. (4) The attitude and cognitive of students affected the teacher’s teachings. In conclusion, the TGfU teaching approach facilitated the comprehension of game strategies and knowledge, development of sport skills, and enhanced the participant teacher’s development of physical education professional ability.