A Study on the Effectiveness of a Sport Education Model Course Integrated with the Teaching Games for Understanding Approach for Junior High School Students to Learn Basketball

• Main Authors: Chow,Hsueh-Hui, 周學輝
• Other Authors: Pan,Yi-Hsiang
• Format: Others
• Language: zh-TW
• Published: 2017
• Online Access: http://ndltd.ncl.edu.tw/handle/19860235672860134407

碩士 === 國立體育大學 === 體育研究所 === 105 === The purpose of this study was to evaluate the effects of implementing (employing) “Teaching Games for Understanding” and “Teaching Games for Understanding intergrated with Sport Education Model” on team cohesion and basketball competition performance among junior high school students. The quasi-experiment designs was used with two classes of ninth grader students in New Taipei County. The experimental group, instructed with “Teaching Games for Understanding intergrated with sport education model”quasi-experimental designs), consisted of 12 males and 13 females with a mean age of 15.3±0.37 while the control group, instructed with “Teaching Games for Understanding” only, consisted of 14 males and 13 females with a mean age of 15.25±0.27. The experiment lasted for 10 weeks for a total of 20 basketball classes. The scale of team cohesion and Game Performance Assessment Instrument (GPAI) were used to evaluate the effect of intervention between pre and post experiments. Paired t-test, ANCOVA was used for data analysis. In addition, the qualitative data from students’ study portfolio and teachers’ perceptions were also used to further explore the effect of the intervention. The results shows that, 1) There is no significant improvement in team cohesion for control group between pre and post experiments; 2) There are significant improvements in GPAI for control group after the experiments; 3) The experimental group performed significantly better in team cohesion after the experiments; 4) The experimental group performed significantly better in GPAI after the experiments; 5) The experimental group with significantly outperformed than the control group in team cohesion; 6) In terms of GPAI, there is no significant differences between the experimental and control groups. Overall, after the experiments, both groups improve their GPAI, however, only the experimental group improve their team cohesion. The reason might be that the curriculum of the experimental group include the season of sport events, which in turns build the team cohesion. The results indicate that the “Teaching Games for Understanding plus Sport Education Model” could facilitate team cohesion.