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題名 | 指導大學女生學習籃球單手推射投籃之教學研究--以彰化師大一年級女生為例=The Study of Teaching Female University Students to Learn One-hand Push Shot-Take NCUE Female Freshman for Example |
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作 者 | 顧毓羣; | 書刊名 | 臺灣運動教育學報 |
卷期 | 10:1 2015.05[民104.05] |
頁次 | 頁15-30 |
分類號 | 528.952 |
關鍵詞 | 單手推射投籃; 基本動作組型; Mosston教學光譜理論; Schmidt運動技能學習基模理論; One-hand push shot; OHPS; Fundamental movement pattern; FMP; Mosston's spectrum theory of teaching PE; Schmidt's schema theory; |
語文 | 中文(Chinese) |
中文摘要 | 本研究之目的在於探討如何運用運動技能學習理論與Mosston教學光譜理論,設計適切的體育教學略,指導大學女生有效學習籃球單手推射投籃動作技能。以84位未具備籃球單手推射投籃技能的一年級女生為參與者,在六週12節的體育課籃球運動教學單元中,配合研究者設計的教學策略與教材進度,每週均運用一節課的時間 (50分鐘) 進行單手推射投籃教學與學習活動。經彙整教學單元之各項練習成績、錄影動作組型評量及教學後測驗所得研究結果,運用適切的推論統計方法進行各項測驗資料統計分析與考驗,並經結果分析與討論獲致如下結論: (一)透過胸前推傳動作的學習可以讓參與者獲得單手推射投籃的動作概念;標靶模擬練習,可以有效率地建立單手推射投籃的基本動作組型。(二) 具有攝錄影功能的智慧型手機可用為學習動作組型評量能力的媒體,並奠定有效實施互惠式教學法的基礎。 (三) 學會基本動作組型對增進單一固定投籃距離、集團式及隨機式多樣化 (三種距離) 的投籃準確性均有顯著的作用 (p < .01) 。 (四) 參與者的基本動作組型正確性對單一固定距離、集團式及隨機式多樣化 (三種距離) 投籃準確性均有顯著的影響,基本動作組型正確的參與者顯著優於基本動作組型不正確者 (p < .01) ,對隨機式多樣化 ( 三種距離 ) 投籃準確性則無顯著的影響。 (五) 配合運動技能學階段適切的採用命令式 練習式、互惠式及包含式教學,可以讓參與者有效習得單手推射投籃技能。 |
英文摘要 | The purpose of this study is to use motor learning theories and Mosston’s spectrum of teaching styles in teaching female university students one-hand push shot (OHPS). 84 female freshmen participated, and each of them took a 6-week- program of basketball OHPS instructions, practicing with target simulator and real basket. Evaluations of the FMP were done according to video replays. Tests data were analyzed through relevant statistic procedures. The major findings of this study are as follows: 1. Practiced one-hand chest pass could promoted learners to getting the idea of OHPS, and using the target simulator hung at the height of 3.75 meters to simulate OHPS could facilitated to learn the FMP of OHPS. 2. Smart phones supporting video recording could used to evaluate the FMP of OHPS,and established the basis of the reciprocal teaching style. 3. Learning the correct FMP of OHPS would significantly raised the accuracy of shots in constant practice, and also in blocked and random practice of 3 different target distances. 4. Learning the correct FMP of OHPS would not influenced the performances in random practice of five different target distances. 5 Correspond with the stage of motor skill learning and appropriately uses Mosston’s command style, task style, and reciprocal style, could promote participants learn the correct FMP of OHPS and the accuracy of OHPS. |
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