| Summary: | 碩士 === 國立臺灣體育運動大學 === 體育研究所 === 107 === Abstract
The purpose of this study was through Grounded Theory to deeply explore the connotation, relationship, influencing factors, and behaviors of basketball referee’s cooperative learning before, during and after a game, and then try to establish a theoretical framework of basketball referee's cooperative learning before, during and after a game, in order to increase our understanding of Cooperative Learning theory. The participants were seven basketball referees selected from the north and central part of Taiwan by means of purposive sampling to conduct the field research. The research methods included literature analysis, participation observation, and semi-structured interviews. The research tools included interview outline, recording tools and recording equipment for collecting data. Then using the coding procedures and methods of grounded theory to analyze and summarize all the data. The results show that: 1. the connotation of basketball referee’s cooperative learning consists of thirteen sub-factors, which fully reveals the connotation of cooperative learning factors; 2. The thirteen sub-factors of cooperative learning factors have a sequential relationship and weights, which can be divided into three stages: before the game, during the game, and after the game, showing the characteristics of factors in all aspects; 3. The connotation of factors in cooperative learning process is finally proposed based on empirical data. The new factors is produced form the thirteen sub-factors, the factor relationship is conceptualized as a model pattern like a tree diagram, representing basketball referees' cooperative learning model before, during and after the game. This study has contributed to the development of cooperative learning theory and proposed the practical management implications of basketball referee's cooperative learning model before, during, and after a game.
Keywords: grounded theory, basketball referee, cooperative learning
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