| Summary: | 碩士 === 國立臺灣師範大學 === 體育學系在職進修碩士班 === 100 === 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.
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