運動教育模式應用於大專羽球課之行動研究

本研究目的在探討應用運動教育模式於大專羽球課之學習成效，以及應用於羽球教學之整體實施情形，除瞭解學生在技能、認知與情意的學習成效，並將教學實施所遭遇問題及因應策略，整學期教學的教材系統彙整，以建立將來可用於大專羽球教學之參考模式。研究者本身即是教學者，以高師大一百零一學年度羽球課學生41位及教師1位為參與研究對象，並實施一學期的羽球教學，採用質性為主；量為輔的方法進行研究，質的部分以學生課後問卷、文件、教學日誌等蒐集資料，並經由檢核程序，採用持續比較法來分析；量的部分為發長球、擊長球之技能學習成績，以相依樣本t-test進行考驗。研究所得結論如下：一、運動教育模式應用於大專生羽球教學的的學習成效良好。二、以運動教育模式應用於大專羽球教學過程中遭遇了四項問題與提出四項因應對策。三、本研究於教學實施中建立了數項教材作為教學配套，可供實施此模式教學之參考。四、本研究將教學行動研究的實施階段與步驟建表及概念化可供參考。五、教師在實踐本教學研究下省思成長及助益教學。

關鍵字

運動教育模式；大專羽球教學；教材教法

並列摘要

The objective of this study was to investigate the effectiveness of applying the sport education model in a college badminton course and how this model was implemented when applied to badminton instructions. In addition to examining the effectiveness of this model for students in the psychomotor, cognitive, and affective domains, this study also explored the problems encountered and coping strategies used during the instructions and organized the teaching materials of the semester to build a reference model for college badminton instructions. The author of this study was an instructor. The participants included 41 students and 1 instructor of a badminton course offered in National Kaohsiung Normal University during the academic year of 2012. The participants were given badminton instructions for one semester. The methodology was based on qualitative approaches and supported by quantitative approaches. Qualitative data, including after-class questionnaire results, documents, and teaching journals, were collected, verified, and analyzed using the constant comparative method. Quantitative data were mainly the students' scores of achievement in performing long serves and returning long serves. The quantitative data were tested using dependent-sample t-test. The results of this study were as follows: (1) The application of the sport education model in the college badminton course delivered good learning effectiveness; (2) In the application of the sport education model to badminton instructions, four problems were encountered, and four coping strategies were proposed; (3) During implementation of the model, a number of teaching materials were developed to support the instructions. These teaching materials can be a reference for future adopters of this model; (4) In this study, the implementation stages and the procedure of action research were conceptualized and summarized into a table; (5) Through this action research, the instructor was enabled to achieve reflective growth and provide more effective instructions.