| Summary: | 碩士 === 輔仁大學 === 體育學系碩士班 === 98 === Abstract
This study aims to investigate the teaching behaviors of physical education class’s Judo team teacher. The subjects were three Judo teachers of physical education class served in junior high schools of Taipei city and Taipei county. Our method included both the quantitative systematic observation and the qualitative interview analysis.
The results were as following:
1. Time allocation of the Judo teachers during teaching behavior
The Judo teachers dedicated most of their time to supervise the students, while less time was spent on course teaching and practice participation, and least on systematic organization and standby. Student supervising consumed 62% of the teaching time. Movement supervising consumed 8.83 % of the time. During the courses, the teachers usually occupied positions that allowing attendance to all the peripheral areas. 13 % of the time was spent on course teaching. Movement explanation and demonstration cost five times the time of rule interpretation. The upperclassmen were employed in assisting teaching to improve efficiency and progress of the courses. Time for rule interpretation was short. Practice participation cost 13 % of the time.
2. Feedback behaviors of the Judo teachers
Corrective feedback accounted for approximately 60% of the feedback, negative corrective feedback 49.94 %. Judo was a highly-skilled sport. Immediate correction was crucial. General feedback accounted for 35 % of the feedback, positive feedback 25 %. Non-verbal feedback accounted for 10% of the feedback. Since the environment was noisy and there were plenty of students, the Judo teachers adopted verbal feedback most of the time.
3. Temporal order during Judo teaching
Temporal order utilization (time/minute): 10.95 for Teacher A, 9.49 for teacher B, 14 for Teacher C. The average was 11.48. Teacher shift (time/minute): 0.72 for Teacher A, 0.40 for Teacher B, 0.46 for Teacher C. The average was 0.53.
4. Teaching preparation, instructional design, and the students’ response in Judo teaching
Teaching preparation: The short-term goal was to achieve the set course intensity. The long-term goal was personality cultivation and athletic performance. Instructional design: The method of practice would be modulated during the training period to develop new skills. Team teaching was often adopted. While individual difference was taken into consideration, conceptions and principles of Judo were established. Technical terms and manners were implicitly learned through consistent implementations and requirements. The students’ response: The students’ learning performances were reflected by verbal feedbacks and corrections. The students’ personal deeds and family problems were important factors on their learning and responses. Interpersonal relationship was established through regulation establishment and peer interaction. Sound personality was molded by social learning.
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