| Summary: | 碩士 === 國立臺灣師範大學 === 體育學系在職進修碩士班 === 101 === The purpose of this study was to investigate: 1.The performance difference in the level of responsibility before and after ball games teaching of the "individual and social responsibility" model (TPSR) to the students. 2. The student’s performance level of responsibility during the implementation process of ball games teaching of the "individual and social responsibility" model. 3 The difficulties and coping strategies of the participating teacher during the ball games teaching of the "individual and social responsibility" model.
4. The reflection and professional growth of the participating teacher after the ball games teaching of the "individual and social responsibility" model. Methods: Action research approach was used in this study. The participants were 30 seventh grade students (15 boys, 15 girls) and 1 PE teacher from Kaohsiung. A six week of 12 PE lessons was implemented using TPSR model advocated by Don Hellison. PSRQ questionnaire, teacher journals, interviews, and student learning sheets were used to collect data. Results: 1. There were significant differences for Respect in level I (t = 5.60, p <.05) and Self-directed in level III (t = 3.15, p <.05) performance. However, no significant differences were found for Level II (Effort and participation) and level IV (Helping others and Caring). 2. Qualitative data analysis indicated that integrating ball games teaching into TPSR model showed positive influence on student’s learning. 3. Teaching problems encountered with coping strategies were: (1) Awareness talk time was too long: to use relational time to understand the students' ideas and increase activity time. (2) Students were not active enough for discussion group meetings: use the school reward system. 4. The participating teacher became more reflective and experienced professional growth in the teaching process of doing action research.
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