Publication:

運動教育模式對國中生排球學習之影響

本研究的主要目的在比較運動教育模式與直接教學法對國中生排球學習的影響，並探討學習態度的差異。研究的運動教育模式為國中二年級學生28人，直接教學法為同年級學生29人，在經過8週共16節課的課程參與前後，以排球低手傳球、高手托球、低手發球及學習態度評量實驗參與者的排球學習效果及學習態度的改變。實驗資料經2（教學法）  2（測驗）混和設計二因子變異數分析後，結果顯示參與運動教育模式課程的學生在低手傳球與高手托球的動作技能均顯著提升（ps < .05）。在學習態度方面，參與運動教育模式課程的學生，顯著提高了認知、行為與情意表現（p < .05）；而參與直接教學法課程的學生，則降低了認知、行為與情意表現（p < .05）。運動教育模式教學藉由團隊小組的理念增加學生在團隊中互助合作的機會，促進了國中體育課程參與者之學習態度的提升，也增進排球動作的基本技能。

The purpose of the study was to compare the effects of the teaching strategies of sport education model and direct instruction on the volleyball learning for junior high school students, and also to investigate the differences of the attitude learning. There were 28 and 29 eight-grade students participated the class of sport education model and the class of direct instruction respectively in this study. Before and after the participation in eight weeks of 16 classes, the assessments of forearm pass skill, toss skill, and underhand serve skill were used to assess the psychomotor improvement of learning effects in volleyball, and the tool of attitude-learning scales was used to assess the improvement of attitude learning levels. The measured variables were adopted to examine the statistical difference of experimental groups through the 2 (groups)  2 (test) mixed-design two way ANOVA ( = .05). The results showed that the forearm pass skill and the toss skill were enhanced significantly for the students in sport education model class (ps < .05). The performance of attitude learning showed positive improvement in cognition, behavior, and affection for the students in sport education model class (p < .05), but decreased for the students in the class of direct instruction (p < .05). It indicated that the teaching strategy of sport education model is the thought of team work and could increase the opportunity of cooperation in group. It promotes the physical education participant to enhance the attitude learning and to improve the basic volleyball skills for junior high school students.