Action research of Learning Efficiency for Sport Stacking Teaching in Elementary School Resource Program

• Main Authors: Tzu-Yin Liu, 劉姿吟
• Other Authors: Yuh-Chih Chen,Ph.D.
• Format: Others
• Language: zh-TW
• Published: 2016
• Online Access: http://ndltd.ncl.edu.tw/handle/e52xcm

碩士 === 國立臺東大學 === 進修部暑期體育碩士班 === 105 === The purpose of this research was to investigate the learning performance and efficiency in students’ cognitive, affective, and skill aspects after teaching sport stacking in elementary school resource classes. The researcher also dug into the opinion from participants in the program, including students and teachers. Moreover, this research included the instructor’s self-development and reflection in teaching.The research was executed in action research method. Participants included 1 special education teacher and 7 intermediate grade students, 5 boys and 2 girls. These students were from a resource program of elementary school near to Nei-HU, Taipei. The content of this action research included twelve lessons of sport stacking. In order to understand the students’ present abilities, the instructor conducted pre-test and post-test to students by using interview and assessment tools for sport stacking. Used learning ability checklist to evaluate the whole-process performance on cognitive, subjective skill, objective skill and affective aspects of students taking twelve lessons. The researcher used sport stacking sheet as qualitative data to define and generalize results. Qualitative data was collected from interview, teacher journals, co-teacher observations and learning sheet, then the researcher used triangulation to organize the data. The result were following: 1. After students were taught sport stacking, their cognitive aspect were enhanced obviously. 2. After students were taught sport stacking, most students’ affective aspect were enhanced. 3. After students were taught sport stacking, their subjective skill and objective skill aspect were enhanced. 4. The researcher found that sport-stacking teaching not only enhance students’ skill to do sport stacking, but it also developed their ability to control their emotions. Furthermore, teacher could teach students sportsmanship and improve their ability of interpersonal interaction. The researcher found that use TEACCH and Task Analysis to teach sport stacking could build unspoken agreement between teacher and student very fast, which could also enhance learning efficiency effectively. The results of this research were to provide suggestions for further studies and referenced application in teaching social skills in resource classes. Keywords：Sport stacking, resource program, learning efficiency, action research.