手機應用程式運用於運動生物力學教學上之效益

Effects of Applying Smart Phone Application on Teaching Sports Biomechanics

10.6634/JPSS-CCU.202104_(32).0006

黃宗毅(Tsung-I Huang)；邱雅羚(Ya-Ling CHIU)；劉宏祐(Hung-Yu Liu)；陳暉(Hui Chen)；彭賢德(Hsien-Te Peng)

科技教育 ； 智慧型手機 ； 合作學習 ； 互動教學 ； 運動動作分析 ； 運動表現 ； technology education ； smart phone ； cooperative learning ； interactive teaching ； motion analysis ； sport performance

文化體育學刊

32輯（2021 / 04 / 01）

61 - 73

繁體中文

本研究主要目的為運用科技智慧型手機應用程式（APP）增加學生之興趣及提升運動生物力學知識的吸收和應用，並將理論實際應用在運動技術實驗分析之中。本研究對象為體育學系二、三年級學生，且已經修過人體解剖學、運動生理學等相關科目，並僅納入整個學期全勤且全程參與課程內容之學生。課堂以運動生物力學內容為主題，加入Kahoot、Zuvio與Technique手機APP於課堂中。學期初與學期末均填答測量學生對運動生物力學相關定律、定理、原理等理論學習瞭解程度之Google問卷做為前、後測，當前測樣本為常態分布時採用相依樣本t檢定（t-test）進行分析，若否則採用Wilcoxon符號檢定進行分析考驗其差異性，統計顯著水準設為α= .05。結果顯示學生對課堂融入手機APP的學習成效相當高。結論為手機APP教材資源的加入，使運動生物力學課程學習不會單調無趣，能有效增進學習之成效，且提升學生對運動生物力學實驗分析方法與其理論之瞭解，能適時解釋運動專項動作表現，並強化學生運動生物力學理論基礎與應用。

The purpose of the study was to use smart phone apps to increase student's interest and application of sports biomechanics knowledge based on learning by doing. It was expected to increase the frequency of interaction between the teacher and students, make the courses interesting and apply theories to the experimental analysis of sports techniques. The participants of the study were the second and third grade college students of a department of Physical Education who had finished the human anatomy and sports physiology courses. In addition, only students who had participated in all classes of sports biomechanics were included in the study. The subject of the course was sports biomechanics and Kahoot, Zuvio and Technique mobile apps were used in the classes. At the beginning and end of the semester, students were asked to fill out a Google questionnaire based on their understanding of the laws, theorems, and principles of sports biomechanics as pre- and post-tests. When the pre-test sample was normal distributed, the paired t-test was used to analyze and compare the difference between the pre- and post-tests; while the pre-test sample was not normal distributed, the Wilcoxon was used. The statistical significance level was set to α= .05. Results showed that the students' learning effects were quite high by integrating the smartphone APP into the classes. In conclusion, using the mobile APP as teaching material resources made the sports biomechanics classes no be boring. It can effectively enhance the effect of learning, improve students' understanding of experiment analysis method and theories of sports biomechanics, timely explain sport-specific movement performance, and strengthen students' theoretical basis and application of sports biomechanics.

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