同儕回饋策略對籃球技能學習成效之探討

The Effect of Peer Interpersonal Feedback Strategy on Basketball Skills Learning

高俊傑(Chun-Chieh Kao)；游能揚(Neng-Yang Yu)；羅玉枝(Yu-Jy Luo)

同儕回饋 ； 合作學習 ； 籃球技能 ； Peer interpersonal feedback ； Cooperative learning ； Basketball skills

運動與健康研究

2卷2期（2013 / 04 / 01）

96 - 108

繁體中文

The purpose of this study was to investigate how the peer interpersonal feedback strategy of cooperative learning affects the performance in basketball skills learning. We took 131 junior students of one university in Taoyuan County who selected basketball course as objects in this study and proceeded quasi-experimental designs lecturing with the division by class. We set the cooperative learning as experimental group and the traditional lecturing as control group. There were three levels; high, medium, low which were differentiated by the pre-test grades of basketball skills in both groups. The experimental lecturing included 2 periods in a week which was totally 100 minutes and eight-week of experimental lecturing was carried. We used the test of basketball skills as research tool and analyzed the collected data with descriptive statistics, T-test and One-Way ANOVA.1.The experimental group is significantly better than control group in dribbling skill, and reached the significance (t=3.79, p＜.05) 2.The experimental group is significantly better than control group in shooting skill, and reached the significance (t=2.10, p＜.05) 3. Among different levels of students' basketball skills testing performance, the highly skilled group is significantly better than lowly skilled group in both dribbling and shooting skills. We found that peer interpersonal feedback strategy of cooperative learning can effectively enhance the performance of basketball skills learning. Furthermore, the students in highly skilled level were better performed in those skills learning than the students in lowly skilled level by spontaneously learning and assisting their classmates.

The purpose of this study was to investigate how the peer interpersonal feedback strategy of cooperative learning affects the performance in basketball skills learning. We took 131 junior students of one university in Taoyuan County who selected basketball course as objects in this study and proceeded quasi-experimental designs lecturing with the division by class. We set the cooperative learning as experimental group and the traditional lecturing as control group. There were three levels; high, medium, low which were differentiated by the pre-test grades of basketball skills in both groups. The experimental lecturing included 2 periods in a week which was totally 100 minutes and eight-week of experimental lecturing was carried. We used the test of basketball skills as research tool and analyzed the collected data with descriptive statistics, T-test and One-Way ANOVA.1.The experimental group is significantly better than control group in dribbling skill, and reached the significance (t=3.79, p＜.05) 2.The experimental group is significantly better than control group in shooting skill, and reached the significance (t=2.10, p＜.05) 3. Among different levels of students' basketball skills testing performance, the highly skilled group is significantly better than lowly skilled group in both dribbling and shooting skills. We found that peer interpersonal feedback strategy of cooperative learning can effectively enhance the performance of basketball skills learning. Furthermore, the students in highly skilled level were better performed in those skills learning than the students in lowly skilled level by spontaneously learning and assisting their classmates.

1. 周建智、黃美瑤(2010)。健康體適能教學方案在高中體育課的應用：問題導向學習理論觀點。體育學報，43(2)，149-170。
   連結：
2. 周建智、黃美瑤、蘇宴揚(2009)。直接教學法與專題導向教學法對健康體適能認知之比較。北體學報，18，1-12。
   連結：
3. 尚憶薇(2010)。以合作學習理論應用於適應體育課程。大專體育，106，56-60。
   連結：
4. 陳秋雯(2003)。從資訊科技功能論建構教學方案的規劃原則。資訊社會研究，5，267-268。
   連結：
5. 黃美瑤、薛名淳、張琬渝、黃筱卉(2012)。同儕互動回饋策略提高學生創造力與學習動機。大專體育學刊，14(1)，15-25。
   連結：
6. 葉秀煌(2011)。同儕互動回饋策略在合作學習情境下對木球學習成效與動機之研究。體育學報，44(1)，131-144。
   連結：
7. 蘇郁嵐、陳李綢(2007)。國中生社會地位、合作與競爭對其英語科學習成就、社會焦慮、成就動機及歸因風格之影響。教育心理學報，39(1)，111-127。
   連結：
8. Barrett, T.(2007).Effects of Cooperative Learning on the Performance of Six-Grade Physical Education Students.Journal of Teaching in Physical Education,24,88-102.
9. Gossett, M.,Fischer, O.(2005).Bringing together critical thinking and cooperative learning between two school.Strategies,19(2),27-30.
10. Johnson, S.,Peter, B.,Alasdair, B.,Eric, F.(2000).Corporate governance in the asian financial crisis.Journal of Financial Economics,58(1-2),41-186.
11. Mosston, M.,Ashworth, A.(1994).Teaching physical education.New York:Macmillan College Publishing Company.
12. 王泓翔(2012)。嘉義縣，國立中正大學。
13. 任萬萍(2000)。新竹市，交通大學。
14. 杜佳靜、趙志揚、游源忠、張菽萱(2012)。技職校院高學習成就學生學習動機與學習策略之個案研究。南台人文社會學報，7，25-52。
15. 周建智(2008)。行政院國家科學委員會專題研究成果報告行政院國家科學委員會專題研究成果報告,台北:中華民國行政院國家科學委員會。
16. 周建智、黃璧惠、黃美瑤、藍美玉(2003)。,臺北市:教育部顧問室。
17. 林信宏(2006)。桃園縣，國立體育學院。
18. 張世昌(2012)。桃園縣，國立體育大學。
19. 張慧淳(2012)。彰化縣，明道大學。
20. 郭木興、莊俊賢(2006)。台中縣，朝陽科技大學。
21. 黃政傑、林佩璇(1996)。合作學習。臺北市:五南。
22. 黃政傑、林佩璇(2000)。創思與合作的教學法。台北市:五南。
23. 楊宏珩、段曉林(1998)。以合作學習導向改進高中化學教學行動研究。教育研究資訊，6(1)，106-123。
24. 葉憲清(1998)。體育教學要素與特性（上）。學校體育雙月刊，8(6)，4-14。
25. 闕月清編(2008)。理解式球類教學法。台北市:師大書苑。
26. 蘇秋碧(2000)。臺中市，臺中師範學院。

1. 陳俊瑜,張佑誠,林如瀚,李雲翔(2021)。不同籃框高度與技能水準對學童投籃技能表現之影響。運動教練科學，64，17-26。