Outcomes of Implementing Step Game Approach-Based Sport Education Model in Junior High School Physical Education

Abstract

<p>目的：Siedentop (1994) 發展的運動教育模式 (Sport Education, SE) 已成為體育課程的主流，但檢驗SE成效的研究多將重點放在認知與情意上 (如：動機、正向情緒等)，SE是否能有效提升學生運動技能尚未有較明確的結論。因此Mesquita等 (2005) 提出階段競賽法 (Step Game Approach, SGA) 融入運動教育模式，藉由每階段比賽或遊戲任務檢驗學生的運動技能表現，瞭解其在賽季前、中是否完整吸收了課堂上的知識，並在運動技能上有所提升。目前國內尚無任何檢驗SGA結合SE (SGA-SE) 教學策略成效之研究發表，因此本研究將採取準實驗設計，將SE-SGA實施於國中體育課中，以瞭解此教學策略對學生運動技能學習成效之影響與學生感受。方法：以新北市立某國中二年級，兩個班級共35位學生為研究對象，實驗組實施SGA-SE之教學，對照組接受SE之教學，進行7週共13節課的課程，兩組學生皆以GPAI運動表現評量進行前、後測，資料以二因子混合設計變異數分析進行統計考驗，並在介入後，對實驗組學生進行半結構式訪談。結果：實驗組學生之運動技能表現提升顯著優於對照組，且實驗組多數學生皆認為自己的排球技能有進步。結論：本研究率先於國內體育課情境檢驗實施SE-SGA之教學成效，發現SE-SGA對學生在運動技能表現上的提升優於單純實施SE教學法。建議未來研究可加入不同變項分析，進一步驗證國內、外研究之差異。也期盼此研究結果能作為往後體育教師在國內實施SGA-SE時之參考依據。</p> <p> </p><p>Purposes: The Sport Education (SE) model, developed by Siedentop (1994), has been widely applied in physical education (PE) across many countries. While SE outcomes have been extensively studied in terms of affective and cognitive dimensions, its impact on skill learning has remained inconclusive. To address this gap, Mesquita et al. (2005) proposed combining the Step Game-Approach (SGA) with the SE model (SE-SGA) to assess students’ skills through step-based games or tasks in PE. However, there has been no study examining the outcomes of SE-SGA-based PE in Taiwan. Therefore, this study aims to explore the effects of SE-SGA on students’ skill learning at middle school PE class, as well as students’ perceptions of SE-SGA-based PE class. Methods: The study involved 35 eighth-grade students from two classes in a middle school in New Taipei City. The experimental group (n = 19) received SE-SGA-based PE, while the control group (n = 16) received SE-based PE over a 7-week period, totaling 13 classes. Sports performance evaluation using the GPAI (Game Performance Assessment Instrument) was conducted before and after the intervention for both groups. The data were subjected to statistical analysis using a two-factor mixed design variance analysis. Additionally, semi-structured interviews were conducted with the experimental group after the intervention. Results: The results demonstrated a significant improvement in sports skills for students in the experimental group compared to their counterparts in the control group. Furthermore, a majority of the students in the experimental group expressed their belief that their sports skills had improved following the intervention. Conclusions: This study represents the inaugural exploration of the implementation of SE-SGA-based PE classes in Taiwan. The findings indicate that SE-SGA can significantly enhance students’ sports skills. In future research, it is recommended to consider multiple variables to better understand the distinctions among different cultures and populations when implementing SE-SGA-based PE. The outcomes of this study serve as a valuable reference for physical educators looking to implement SE-SGA and researchers interested in exploring its outcomes.</p> <p> </p>