運動教育模式在國中「健康與體育學習領域」應用之行動研究

林靜萍

doi:10.6580/JTSP.2009.3(2).01

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社会科学 > 体育学

DOI： 10.6580/JTSP

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运动教育模式在国中「健康与体育学习領域」应用之行动研究

An Action Research of Application of the Sport Education Model in Junior High School

林静萍(Ching-Ping Lin)

台湾运动教育学报； 3 卷 2 期 (2009 / 07 / 01) ， P1 - 21

繁体中文 DOI： 10.6580/JTSP.2009.3(2).01

运动教育模式；体育教学；行动研究； sport education model ； physical education teaching ； action research

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摘要 │ 参考文献 (38) │ 被引用文献 (9) │ 国际计量

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The purpose of this study was to determine the effects of using the sport education model in junior high school, the difficulties encountered, and the possible solutions by means of action research. The participants were three physical education teachers from a newly founded junior high school and the 12 classes they taught. According to the sport education model, 24 class periods of volleyball which lasted for 12 weeks were designed. Data collection methods comprised participant observations, teachers' reflective journals, interviews, and students’ learning feedback forms as well as their learning attitude scales. The constant comparison method was used for data analysis. The results were as follows. First, the students viewed the design of the sport education model positively. Most of them gave a score of more than three out of the four-point learning attitude scale, which rated how much they like the course and the learning effects on the cognitive, psychomotor, and affective domains. They especially enjoyed learning the cognitive and affective aspects of the team tactics, and were all willing to attend this kind of curriculum again in the future. Second, the reasons why the students approved the sport education model were that they learned more comprehensively, the learning effects were better when taught by their classmates during the learning process, and that team cooperation and group competition were fun. Third, in terms of role playing, students loved playing the role of players the most. Their least favorite roles were captain. Finally, the teachers also held positive attitudes towards the sport education model. They considered the model capable of not only boosting the students' learning effects, but reducing their workload as well because many responsibilities were transferred to the students. The teachers were all willing to continue adopting this model in the future. Based on the findings, the sport education model worked well in junior high school and is worth promoting. Possible future research directions would be the playing of roles in teams, gender interaction, and other teaching strategies, for example, the combination of cooperative learning with TGfU.

参考文献 ( 38 ) 〈TOP〉

Alexander, K.,Luckman, J.(2001).Australian teachers' perceptions and uses of the sport education curriculum.European Physical Education Review,7(3),243-268.
Alexander, K.,Taggart, A.,Thorpe, S. T.(1996).A spring in their steps? possibilities for professional renewal through sport education in Australian schools.Sport, Education and Society,1,23-46.
Bennett, G.,Hastie, P. A.(1997).A sport education curriculum model for a collegiate physical activity course.Journal of Physical Education Recreation,68(1),39-44.
Carlson, T. B.(1995)."Now I Think I Can." The reaction of eight low-skilled students to sport education.ACHPER Healthy Lifestyles Journa,42(4),6-8.
Carlson, T.B.,Hastie, P. A.(1997).The student social system within sport education.Journal of Teaching in Physical Education,16,176-195.

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