同儕教學對國中拳擊選手運動動機和技能表現之影響

The Impact of Peer Teaching on the Sport Motivation and Skill Performance of Junior High School Boxers

蕭璜議(Hsiao-I Hsiao) ； 林明佳(Ming-Chia Lin) ； 薛名淳(Ming-Chun Hsueh) ； 王文宜(Wen-Yi Wang)

《休閒觀光與運動健康學報》 5卷4期 (2015/09) Pp. 79-92

摘要

目的：探討同儕教學對於彰化縣某國中拳擊隊選手的運動動機和技能表現之影響。方法：本研究採立意取樣以彰化縣某國中拳擊隊選手14名為實驗對象，選擇的實驗對象以初學者為主，從開始學習拳擊平均時間均在半年以內，本研究將以運動動機量表及技能表現的測驗成績，作為前測成績。所有的受試者接受一週4次，每次2小時，共8堂的同儕教學拳擊訓練，在第8次訓練後進行後測測驗，將獲得的資料以SPSS20.0進行統計分析處理，探討同儕教學對於彰化縣某國中拳擊隊選手的運動動機和技能表現之影響。結果：在同儕教學對國中拳擊選手運動動機前後測之影響，採用Wilcoxon符號等級檢定結果未達顯著，Z=-3.45,p= .730。而在同儕教學對國中拳擊選手技能表現前後測之影響，採用Wilcoxon符號等級檢定結果達顯著差異，Z=-3.309, p= .001。結論：本研究透過同儕教學對國中拳擊選手的運動動機未達顯著；而同儕教學對國中拳擊選手的技能表現有達顯著，代表透過同儕互相指導學習，有利於選手提升技能表現。

關鍵字

教學策略 ； 運動動機 ； 運動表現

並列摘要

Objective: To evaluate the impact of peer teaching on the sport motivation and skill performance of boxing students studying in an anonymous junior high school in Changhua County. Method: The purposive sampling method was adopted in this study, with 14 boxing students from an anonymous junior high school in Changhua County as the experimental objects. The experimental objects selected were mainly beginners who had learned boxing for six months on average. The sport motivation skill and skill performance test scores were used as the pre-test scores. All the participants received four times a week, two hours per class, eight classes of peer teaching boxing training. After the eight training sessions, post-tests were conducted. The information obtained underwent statistical analysis through SPSS20.0, which was used to discuss the impact of sport motivation and skill performance on the boxing students of the anonymous junior high school in Changhua County. Results: The scores in the pre-test and post-test of the impact of peer teaching on the sport motivation of the junior high school boxers did not reach significant differences, the Wilcoxon matched-pairs signed-rank test showed did not significant situation effect, Z=-3.45 , p=.730. On the other hand, the pre-test and post-test of the impact of peer teaching on the skill performance of the junior high school boxers reached significant differences, the Wilcoxon matched-pairs signed-rank test showed a significant situation effect, Z=-3.309 , p=.001. Conclusion: Peer teaching on the sport motivation of the junior school students on the boxing team did not have a significant correlation in this study; peer teaching on the skill performance of the junior high school students reached a significant correlation, thus indicating guided learning among peers helps enhance the students’ skill performance.

並列關鍵字

teaching strategy ； sport motivation ； sport performance