以效能信念途徑檢驗體育課理解式教學之運作：潛在機制的檢驗

Understanding the Operation of Teaching Games for Understanding in Physical Education through Tripartite Efficacy Belief: An Examination of Potential Process

10.6580/JTSP.202111_16(2).04

柯重宇(Chong-Yu Ke)；許琇琳(Xiu-Lin Xu)

理解式球類教學 ； 準實驗研究法 ； 體育教學 ； TGfU ； quasi-experimental research ； physical education

臺灣運動教育學報

16卷2期（2021 / 11 / 01）

57 - 71

繁體中文

理解式教學（Teaching Games for Understanding, TGfU）旨在以學生為出發點，透過簡化與翻轉的方式引導學生逐步達成學習目標。過去理解式教學雖已累積大量的研究成果，然而，仍存在未充分檢驗產生成效機制的研究缺口。因此，本研究期望瞭解理解式教學促進技能表現進的潛在機制。目的：檢驗體育課實施理解式教學對學生三重效能信念與比賽表現之影響。方法：本研究採用準實驗設計，實驗組實施理解式排球教學，對照組實施直接教學法的排球教學，研究參與者為花蓮縣四個班級的國小學童。研究工具為三重效能量表與GPAI球類運動表現評量，前後測資料以共變數分析進行統計考驗。結果：在三重效能部分，實驗組學生在自我效能、他人效能、以及關係推論效能上的進步幅度皆顯著優於對照組學生。在比賽表現部分，實驗組學生在做決定、技能執行、以及補位配合上的綜合分數，進步幅度亦顯著優於對照組。結論：本研究透過理解式排球教學，確認實驗組學生在比賽表現與三重效能信念有較佳的進步程度，初步支持理解式教學對技能的教學成效的潛在路徑之一是透過三重效能信念的改變。本研究亦建議體育教師實施理解式教學時，可更聚焦於模式步驟中與提升學生效能信念有關的元素。

Teaching Games for Understanding (TGfU) is a student-centered model aiming to facilitate students to achieve the learnings goals through simplified flipped teaching. There are numerous outcomes of TGfU, however, the process of how does TGfU works is still unidentified. Therefore, this study aims to identify the process how TGfU can promote students' competition performance. Purpose: This study was to test the impact of TGfU on students' tripartite efficacy belief and performance in competitions. Methods: Quasi-experimental design was conducted. The participants were four classes of elementary school students. The experimental group implemented TGfU and the control group implemented direct teaching in volleyball learning. The research tools were tripartite efficacy beliefs scale and game performance assessment instrument (GPAI). The data from pre-test and posttest was tested by analysis of covariance (ANCOVA). Result: The experimental group's improvement in self-efficacy, others' efficacy, and relation-inferred self-efficacy were significantly better than the control group. Besides, the scores of decision-making, skill execution, and replacement cooperation in experimental group were significantly better than the control group. Conclusion: Through the TGfU volleyball instruction, we found that students in the experimental group had better progress in competition performance and tripartite efficacy beliefs. One of the potential process that TGfU can works is through the changes of tripartite efficacy beliefs. We also suggest that when PE teachers implement TGfU, they could focus more on the elements which are related to students' beliefs.

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