修訂羽球比賽表現評量工具之探究

Modification of badminton game performance assessment instrument (B-GPAI)

10.6580/JTSP.202105_16(1).04

楊琇惟(Hsiu-Wei Yang)；施登堯(Deng-Yau Shy)

真實性評量 ； 球類比賽 ； 學習重點 ； authentic assessment ； game ； learning focuses

臺灣運動教育學報

16卷1期（2021 / 05 / 01）

55 - 70

繁體中文

目的：隨著教育改革趨勢的轉變，越來越重視學生在真實比賽情境當中的表現，從文獻發現，評量構面定義不清對於教師的評量工作造成了一些阻礙，本研究致力於解決此一問題，以比賽表現評量工具（GPAI）的基礎架構，重新探究適用在羽球比賽的羽球比賽表現評量工具（B-GPAI）。方法：透過邀集運動教育學教授、羽球專長體育教師及具備羽球體育課程10年以上經驗之體育教師三類族群共13位專家，進行三回合德懷術專家問卷調查，最後以描述性統計方法進行資料分析，修訂出B-GPAI之構面。結果：有關B-GPAI的構面，分別有「做決定」、「移位調整」、「支援協助」及「技能執行」等四項，其中「支援協助」僅使用在羽球的雙打比賽。另外，因四個構面已經過修正，因此，也將構面的定義重新進行命名。結論：本研究建議未來應持續B-GPAI的驗證，另外，亦可針對其他運動及不同學習表現及內容範疇發展適用的評量工具，以幫助教師在實施評量可更加全面。最後為因應人工智慧的蓬勃發展，期望B-GPAI能持續深化，發展成羽球比賽表現自動評量系統，供教師更有效的實施評量。

Purpose: As the trend of educational reform changes, instructors put more emphasis on students' performance in real game situations as well. According to the literature, due to the ambiguity of some assessment instruments, many teachers fail to identify the abilities students need and the ones they already have, which then lower the teachers' willingness in practicing the assessment. The research is dedicated to solving this problem. Based on the foundation of Game Performance Assessment Instrument (GPAI), this study aimed to construct a Badminton Game Performance Assessment Instrument (B-GPAI), which can be applied in badminton games. Method: A total of 13 scholars and experts from three professional fields, including sport pedagogy professor, badminton-specialized physical education teachers and physical education teachers with more than 10 years of experience in badminton courses, were invited to conduct a three-round Delphi survey to refine and obtain a consensus of the components and the definitions of B-GPAI. Descriptive statistics was used to analyze and present the outcomes of this study. Result: The results included four components of B-GPAI: Decision Making, Adjust, Support, and Skill execution. Among the four, ＂Support＂ was only suitable for double matches. In addition, as the four components have been revised, the definitions of them have also been renamed. Conclusion: It was suggested that the reliability and validity of B-GPAI should be tested in the future. On top of that, assessment instruments in other specific sports and different learning domain should be constructed in order to make the assessment in physical education more comprehensive. Finally, in response to the rapid development of artificial intelligence, B-GPAI will continue to develop into an automatic evaluation system for badminton performance for teachers to implement assessments more effectively.

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