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)

《運動與健康研究》 2卷2期 (2013/04) Pp. 96-108

摘要

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.

關鍵字

同儕回饋 ； 合作學習 ； 籃球技能

並列摘要

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.

並列關鍵字

Peer interpersonal feedback ； Cooperative learning ； Basketball skills

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