| Summary: | 碩士 === 國立體育大學 === 體育研究所 === 107 === The purpose of this study was to evaluate the effects of implementing“ Reflective of Teaching Strategy Integrated the Sport Education Model” and “Sport Education Model” on Exercise Self-Efficacy and basketball skill performance among junior high school students. The quasi-experiment designs was used with two classes of ninth grader students in Taoyuan County. The experimental group, instructed with “Reflective of Teaching Strategy Integrated the Sport Education Model”, consisted of 16 males and 13 females with a mean age of 14.48±0.51 while the control group, instructed with “Sport Education Model” only, consisted of 13 males and 14 females with a mean age of 14.59±0.51. The experiment lasted for 10 weeks for a total of 20 basketball classes. The scale of Exercise Self-Efficacy 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 Exercise Self-Efficacy for control group between pre and post experiments. But there are significant improvements in GPAI for control group after the experiments; 2) The experimental group performed significantly better in Exercise Self-Efficacy and GPAI after the experiments; 3) The experimental group with significantly outperformed than the control group in Exercise Self-Efficacy. But 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 Exercise Self-Efficacy. The reason might be that the curriculum of the experimental group include the reflective, which in turns build the Exercise Self-Efficacy. The results indicate that the “Reflective of Teaching Strategy Integrated the Sport Education Model” could facilitate Exercise Self-Efficacy.
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