羽球比賽表現評量工具建構與學習表現指標之對應

A construction of badminton game performance assessment instrument (B-GPAI) and alignment with learning performance indicators

楊琇惟(Yang Hsiu-Wei)

指導教授 ： 施登堯

國立臺灣師範大學/運動與休閒學院/體育學系/碩士(2020年)

https://doi.org/10.6345/NTNU202000984

摘要

本研究聚焦於將比賽表現評量工具 (GPAI) 的理論基礎，重新建構適用在羽球運動的羽球比賽表現評量工具 (B-GPAI)。首先藉由文獻分析找出 GPAI 在羽球運動可能適用的構面，並分析出初步的操作性定義，接著於 2020 年 5 月 1 日至 6 月 13 日，邀集運動教育學教授、羽球專長體育教師及非羽球專長體育教師三類族群共 13 位專家，進行德懷術專家問卷調查，建構本研究 B-GPAI 之構面；同時將確立之構面與臺灣十二年國民基本教育健康與體育領域課程綱要之第五學習階段學習表現指標進行對應，接著以描述性統計方法進行資料分析。所得結論共分為二，首先有關 B-GAPI 的構面，依觀察時機的順序分別為「做決定」、「移位調整」、「支援協助」及「技能執行」等四項，其中「支援協助」僅使用在羽球運動的雙打比賽。接著有關 B-GAPI 與健體領域學習表現之對應，其呼應比率由高到低依序為，技能範疇 (100%)、行為範疇 (55%)、認知範疇 (50%)，情意範疇 (30%)，而依 B-GPAI 呼應比率其各學習範疇在優先順序，主要技能範疇為主，其次依序為行為範疇、認知範疇、情意範疇。基於上述，建議體育教師可在教學現場以 B-GPAI 的構面作為觀察學生行為表現之依據；研究者可將 B-GPAI 在教學現場進行建構效度之研究，另外亦可針對其他運動項目及不同學習範疇發展適用的評量工具，幫助教師在教學上的評量可以更加全面。

關鍵字

實作評量 ； 學習重點

並列摘要

Basing on the theoretical foundation of Game Performance Assessment Instrument, this study aimed to construct a sport-specific game performance assessment instrument for the net/wall game form of badminton (B-GPAI). First, this study analyzed references for finding out appropriate components and their initial definitions of B-GPAI, then, from May 1st to 13th June, 13 scholars and experts who were professors of sport pedagogy and physical educators with and without badminton as their most confident sport were invited to take part in a task force and a three-round Delphi survey was conducted to refine and get a consensus of the components and definitions of B-GPAI. Finally, the result gained from the previous two steps was adopted to align with learning performance indicators of the upper secondary school level of Curriculum Guidelines of 1-12Year Basic Education of Taiwan. Descriptive statistics was used to analyze and present the outcomes of this study. The results were two-fold: First, four components of B-GPAI were reinforced, including decision making, adjust, support, and skill execution, in that the component of support is only suitable for double matches. Second, the ratios of the alignment of B-GPAI with the learning performance indicators ranged from high to low: skill domain (100%), behavior domain (55%), cognitive domain (50%), and affective domain (30%). It is suggested that PE teachers can use the B-GPAI in observing students’ badminton behavioral performances in school context. In terms of future studies, the construct validity of newly constructed B-GPAI is worthy of investigation and GPAI for the other specific sports should be constructed so that the assessment in physical education will become more comprehensive.

並列關鍵字

performance assessment ； learning focuses

參考文獻

王文科 (1999)。教育研究法。臺北市：五南。

王文科、王志弘 (2017)。教育研究法。臺北市：五南。

江文慈 (2007)。超越測量―評量典範轉移的探索與啟示。教育實踐與研究，20(1)，173-200。

吳統雄 (1985)。態度與行為研究的信度與效度：理論、應用、反省民意。學術專刊，2，229-53。

吳雅玲 (2001)。德懷術及其在課程研究上的應用。教育研究，9，297-306。