籃球裁判是一個動態的過程,裁判與運動員一樣,都必須經過不斷練習與磨練。本研究以多媒體評量試題測驗為工具,了解不同層級裁判,在走步、進攻犯規與技術犯規上是否有差異;並藉以了解多媒體試題應用在裁判知識學習上的可行性。研究中以通過中華民國籃球協會考核合格的籃球裁判為對象,B級及C級籃球裁判各20位。試題經3位專家學者審查後,建置成多媒體試題並進行線上測驗,試題內容分三個主題─走步、進攻犯規及技術犯規(包括違反運動道德犯規)設計而成。所收集資料以SPSS 20.0 for Windows進行描述性統計分析、獨立樣本及成對樣本考驗(α=.05),並對問卷試題滿意度進行信度與效度分析。結果顯示,不同級別的整體測驗成績有明顯差異;在三個測試主題及題項的分析比較中,B級與C級在走步及進攻犯規沒有明顯差異,技術犯規則有明顯差異,且透過答錯的題項可以了解受測者對哪些狀況的認知有誤,便能加強該狀況的認知概念,提升實際執法的效能及素質。
The basketball refereeing is a dynamic process, the referees as well as the athletes, were cultivated through continuous practice and training. This study uses the multimedia refereeing evaluation test as a tool to understand whether there are differences between different levels of referees, in walking, offensive fouls and technical fouls; and to learn the feasibility of multimedia test applying to the learning of referee domain knowledge. Forty volunteered referees (20 for each level) were used as subjects. A multimedia basketball questionnaire was developed as the tool and validated by three basketball experts. The questionnaire includes three categories, the walking, offensive faults and technical faults (including athletic moral violations). The data were collected and analyzed by SPSS 20.0 for Windows for descriptive, independent sample and paired-sample tests (α =.05). The questionnaire's reliability and validity were also analyzed. The findings were: 1. there were significant differences between B and C-level referees. 2. In three categories and item comparisons, the B and C-level were no differences between walking and offensive faults, whereas the technical fault exhibits significant differences. Through the test item analysis the cognition errors were identified and cab be used to strengthen the weakness, in order to enhance the effectiveness and quality of refereeing.
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