| Summary: | 碩士 === 國立花蓮教育大學 === 體育教學碩士學位班 === 95 === The effects of Teaching Games for Understanding (TGfU) on table tennis learning among the
fourth grade students
Master’s Thesis, 2007.6 Author：Yao, Tsung-Cheng
Adviser：Hsiao, Chia-Huei Ph. D
Abstract
The purpose of this study was to investigate the learning effects of Teaching Games for Understanding among the fourth grade students’ cognition, affection, skills, and games performance, and to examine the perception of the teacher and students. The participants were one physical education teacher and his students (14 males and 14 females, 28 students in all). The study was conducted with 10 lessons of table tennis teaching. Pretest and posttest were administered for 4 lessons on cognitive test, affective test, objective table tennis skill tests and Games Performance Assessment Instrument (GPAI). The quantitative data were analyzed by independent t-test, paired-samples t-test and analysis of variance. The qualitative data were collected by semi structured interviews and analyzed using constant comparison method. The results were as follows:(1) After Teaching Games for Understanding lessons, there were significant progress on cognition, affection, objective skills, and games performance for male students. Furthermore, the learning effects for female students were significant progressed on cognition, objective skills, and games performance.(2) The learning effects of affection for males were obviously better than the females. But there were no differences between them on the learning effects of cognition, objective skills and games performance.(3) The students were the center of the instruction. They constructed sport knowledge progressively under the guidance of the teacher. The understanding of the skills learning objective helped the students to practice very hard. Students could make appropriate decisions to execute skills more efficiently and return to the base in table tennis games. Therefore, both males’ and females’ cognition , objective skills, and games performance were all significant progressed. Teaching Games for Understanding promoted students to face their games with careful and positive attitudes. And through this way, they can cultivate the lifetime exercise habits. The physical and mental characteristics of male and female students lead to significant difference of learning effects in affection. (4) The students had made great progress on sport knowledge, sport skills and games performance after Teaching Games for Understanding lessons. They can promote their own sport knowledge, sport skills and improve their health. They liked to ask their family to play table tennis with them after class.The teacher also want to use it in other physical events.
|
|---|
