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題名 | 理解式籃球教學對妥瑞氏症國中生投籃動作學習之個案研究=The Case Study Learning of Shooting Movement in Junior High School Students with Tourette Syndrome after Teaching Basketball Game for Understands |
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作者 | 林秋坪; | 書刊名 | 聯大學報 |
卷期 | 6:2 2009.12[民98.12] |
頁次 | 頁43-59 |
分類號 | 528.952 |
關鍵詞 | 理解式籃球教學; 妥瑞氏症; 個案研究; Teaching basketball game for understands; Tourette syndrome; Case study; |
語文 | 中文(Chinese) |
中文摘要 | 目的:本研究為探討理解式籃球教學對罹患妥瑞氏症國中生投籃動作學習之影響。方法:以單一受試研究法之A-B-A設計法,研究對象以就讀台北縣某國民中學八年級患有妥瑞氏症一位男性學生,受試者在量基準線期A(1)為實施2週共4次的量測基準線期達穩定後;進入處理期B為實施3週共6次之理解式籃球教學;倒返期A(2)為實施2週共4次之撤回處理期B;本研究以理解式籃球教學為自變項,籃球定位投籃結果得分為依變項間之投籃結果分析。結果:妥瑞氏症國中生在處理期B的投籃平均得32分,明顯高於量基準線期A(1)的投籃平均得16分,顯示介入處理期B導致投籃動作學習的進步,而倒返期A(2)的投籃平均得23分又造成退步的現象,故得知理解式籃球教學為有效介入。結論:一、受試者在處理期B的投籃動作學習表現明顯優於量基準線期A(1)和倒返期A(2),得知實施理解式籃球教學能有效提升投籃動作學習之表現。二、在倒返期A(2)的投籃結果得分略高於量基準線期A(1),為受試者經由理解式籃球教學後在投籃動作學習上有顯著進步。三、受試者經由單一受試研究法之A-B-A設計法的驗證,對改善妥瑞氏症國中生在籃球投籃動作學習上有顯著之影響。 |
英文摘要 | Purpose: This research is purposed to investigate the influence of learning shooting movement in junior high school students with Tourette Syndrome after Teaching Basketball Game for understands. Method: A male student with Tourette Syndrome in the eighth grade in Taipei County, was experimented by A-B-A Designing Method of Single Experimental Research. During A(1) Datum Period, the subject was tested four times for two weeks. As it came to a steady, Processing Period was proceeded with the basketball instructions for understands, which was tested six times for three weeks. A(2) Returning Period, then, was carried on four times for two weeks. The independent variable of this research is "Teaching Basketball Game for Understands"; while the dependent variable is the scoring result of basketball oriented shooting. Result: The junior high school student with Tourette Syndrome scored 32 points in average during Processing Period. The shooting scores are much higher than that scored 16 points during A(1) Datum Period Period. It shows that Processing Period does lead to a great progress in shooting. On the other hand, the result that during A(2) Returing Period the basketball shooting scored 23 points presents a regression. Therefore, it is known that teaching basketball game for understands is effective. Conclusion: The subject performed a lot better in shooting movement learning during B Processing Period than A(1) Datum Period and A(2) Returning Period. It is revealed that the instructions for understands enhance the performance of shooting movement. The shooting scores are higher during A(2) Returning Period than A(1) Datum Period; therefore, we can see that the subject has a great leap in learning shooting movement after teaching basketball game for understands. Through the verification of A-B-A Designing Method of Single Experimental Research, it is obviously shown that it improves learning of shooting movement in junior high school students with Tourette Syndrome after teaching basketball game for understands. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。