The Effect of Integrating the Cooperative Learning into Physical Fitness Education Model on Health-Related Physical Fitness and Responsibal Behavior of Junior High School Students
碩士 === 國立體育大學 === 體育研究所 === 106 === The purpose of this research is to explore the influence of the effect of integrating the cooperative learning into physical fitness education curriculum on health-related physical fitness and affective behavior of junior igh school students. This research adopted...
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| Format: | Others |
| Language: | zh-TW |
| Published: |
2018
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| Online Access: | http://ndltd.ncl.edu.tw/handle/7b642d |
| Summary: | 碩士 === 國立體育大學 === 體育研究所 === 106 === The purpose of this research is to explore the influence of the effect of integrating the cooperative learning into physical fitness education curriculum on health-related physical fitness and affective behavior of junior igh school students.
This research adopted the method of quasi-experimental design and chose two classes in 8th grade from one primary school in Taoyuan County as subjects.
The experimental group is the group of fitness education curriculum integrated with cooperative learning, with 16 males and 13 females of 14.15±0.23 years old; the control group is the group of fitness education curriculum, with 17 males and 13 females of 14.15±0.41 years old.
After 10 - 20 weeks courses, the results of the Students’ Responsibility in Physical Education Scale and the test of health-related physical fitness before and after the experiment are set as data for analysis.
T test of sample and univariate analysis of variance are adopted to analyze the data. Also we gathered qualitative data for the analysis of perception situation of students’ learning history and teachers’ teaching.
The results are as follows:
a. Physical fitness education curriculum integrated with cooperative learning plays a great role on the improvement of the health-related physical fitness performance and responsible behavior.
b. Physical fitness education curriculum plays a great role on health-related physical fitness performance.
c. These two groups showed a significant difference in cardiorespiratory endurance.
d. These two groups showed a significant difference in responsible behavior performance.
We can see how integrating the cooperative learning into physical fitness education curriculum helped enhance the teamwork and mutual cooperation. Not only the physical fitness performance but also the affective behavior are both benefited by the process.
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