Publication:

不同教學法與課程密度對女性成年游泳初學者之影響

本研究主要在探討不同教學法與課程密度對女性成年游泳初學者之影響。研究對象為彰化縣三十歲至四十歲自願參與研究教學的成年女性，參與者必須從未參加過正式游泳學習課程。本研究採用實驗設計，按照不同教學法（一般教學法及媒體輔助教學法）與不同課程密度（分散式教學法及密集式教學法）將參與者分為分散式一般教學法、分散式媒體輔助教學法、密集式一般教學法及密集式媒體輔助教學法四組教學組別，透過研究者設計的游泳教學課程，進行教學。從參與者的打腿成績、游泳距離及換氣次數的資料，以描述性統計、單因子變異數分析法處理，比較不同教學法、不同課程密度及不同教學組別對女性成年游泳能力的影響研究。研究發現結果如下：

一、不同教學法在打腿成績、游泳距離及換氣次數學習評量中都具有顯著差異。而媒體輔助教學法對於提昇成年游泳能力的成效，較比一般教學法來得更有效果。

二、不同課程密度在打腿成績學習評量中未達到顯著水準。

三、不同課程密度在游泳距離及換氣次數學習評量中都具有顯著差異。而密集式教學法對於提昇成年游泳能力的成效，較比分散式教學法來得更有效果。

四、不同教學組別在捷泳打腿成績、游泳距離及換氣次數學習評量中都具有顯著差異。而密集式媒體輔助教學法對於提昇成年游泳能力的成效，較比其他三組教學法更有效果。

The main purpose of this study is to discuss the influence of different teaching methods and lesson densities on female adult swimming beginners. The participants are female adult volunteers from Changhua County, aged from 30 to 40 with no experience in official swimming courses. The study was conducted by experimental methodology and the author used his designed swimming teaching lessons to conduct teaching. The participants were divided into four groups taught in distributed general method, distributed media-assisted method, intensive general method and intensive media-assisted method by different teaching methods including the general teaching method and the media-assisted teaching method and lesson densities including the distributed teaching method and the intensive teaching method. From the data of participants’ kicking performance, swimming distance and breath change frequency, the author used descriptive analysis and One-way ANOVA analysis to compare the influence of different teaching methods, lesson densities and teaching groups on female adults’ swimming abilities.

The study showed the following results.

1.Participants’ performance on kicking tests, swimming

distance and breath change frequency showed that different teaching methods had significant influence.Meanwhile, media-assisted teaching method was more effective than other teaching methods in boosting adults’ swimming ability.

2.Lesson densities did not show significant differences in kicking performance.

3.Lesson densities showed significant differences on swimming distance and breath change frequency tests, while the intensive teaching method was more effective than distributed teaching method in boosting adult swimmers’ ability.

4.Different teaching groups showed significant differences on kicking tests, swimming distance and breath change frequency, while intensive media-assisted teaching method was more effective than the other three teaching methods in boosting adult swimmers’ ability.