不同教學法對網球正手擊球技能表現之研究

A Study on the Effects of Different Teaching Methods on the Performance of Tennis Forehand Hits

陳新福(Hsin-Fu Chen)

教學光譜 ； 命令式 ； 包含式 ； 網球 ； teaching spectrum ； imperative teaching method ； inclusive teaching method ； tennis

興大體育學刊

21期（2022 / 01 / 01）

35 - 45

繁體中文

目的：本研究目的在探討不同教學法對大學生學習網球正手擊球技能表現之影響。方法：研究採實證性研究方法，以南部某大學男學生且未學習過網球其他動作之初學者總計80名為實驗對象；並區分成命令式教學法40名及包含式教學法40名，分別進行網球正手擊球之技能教學，兩組先進行四週八節課的網球基礎教學後進行前測，之後依不同教學法分別實施四週八節課，每節課五十分鐘的教學練習，課程介入完成後則實施後測；測驗方式則以網球正手擊球準確性得分之表現加以記錄。依實驗所得資料，採混合設計二因子變異數分析（Mixed design two-way ANOVA）進行考驗；若交互作用達顯著差異，則進行單純主要效果（simple main effect）考驗。本研究統計顯著水準定為α= .05。結果：研究結果指出：一、不同組別的網球正手擊球準確性得分無顯著差異。二、不同測驗別的網球正手擊球準確性得分有顯著差異，且後測優於前測。三、不同組別和不同測驗別兩者對於網球正手擊球準確性得分有顯著的交互作用影響；不同組別在後測上，包含式教學法優於命令式教學法；而不同測驗別在包含式教學法上，後測的表現則優於前測。結論：不同教學法介入網球正手擊球技能課程後，皆對網球正手擊球準確性得分具有良好的效果，而經過四週練習後包含式教學法優於命令式教學法。亦即學生選擇動作的難易度進行練習之效果，較優於學生依照教師口令進行練習的方法。

The purpose of this study was to explore the effects of two different teaching methods on the performance of college student in learning tennis forehand. In the empirical research, a total of 80 male students from a university in South Taiwan who had never learned any tennis skills were taken to be the subjects; they were divided into two groups, with 40 students learning forehand hits by an imperative teaching method and 40 students learning by an inclusive teaching method, respectively. To learn tennis forehand skills, the two groups were first required to conduct the basic tennis forehand skills for four weeks, with 8 classes of 50 minutes in total, before taking the pre-test. After the pre-test, each group learned further by the two different teaching methods for another four weeks, with 8 classes of 50 minutes. After the learning processes were completed, a post-test was implemented to record the accuracy scores of the students' performance of tennis forehand. Based on the data obtained from the experiment, a mixed design two-way ANOVA was used; if the interaction showed any significant difference, a simple main effect test would be performed. The statistical significance level of this study was set as α= .05. As the results of this study indicated, (1) there was no significant difference in the accuracy scores of tennis forehand hits in different groups; (2) there were significant differences in the accuracy scores of tennis forehand hits in different tests, with better performances in the post-test than in the pre-test; (3) there were significant interactive effects on the accuracy of tennis forehand hits performed by each different group in each different test. For different groups, the inclusive teaching method performed better than the imperative teaching method in the post-test; when given the inclusive teaching method, both groups performed better in the post-test than in the pre-test. In conclusion, after different teaching methods were implemented in the tennis forehand class, both groups showed good effects on the accuracy of tennis forehand hitting; moreover, after four weeks of practice on the part of students, the inclusive teaching method showed better effects than the imperative teaching method. That is to say, the effect of the difficulty of the student's choice of action for practice is better than the method of practice by the student in accordance with the teacher's password.

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