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内容記述 |
Using a Game Performance Assessment Instrument (GPAI), this study analyzed 5-on-5, full-size basketball game performances of 8th-grade students in physical education classes. The games were led by student teachers from a practical teaching master’s degree program who were belonging internship at the school. Study participants were forty-five students (boys=17, girls=28) separated by skill level into three groups (high-skill group, middle-skill group, low-skill group) for statistical comparison. The study found that the GPAI scores of the high-level group, the middle-level group, and the low-level group were 4, 2.40, and 1.67, respectively. One-way ANOVA and multiple comparisons revealed statistically significant differences (p<.05) between the high and middle, middle and low, and low and high groups. A decision-making index (DMI) and skill-experience index (SEI) showed similar result after analysis. However, space index (SI) scores for the high-level, middle-level, and low-level groups were 0.7, 0.87, and 0.82, respectively, with no statistically significant differences found by one-way ANOVA ( F(2, 108)=0.39, p=.751>.05). Comparing pre- and post- lesson performance, the middle-level group’s GPAI, DMI, and SEI scores increased, but other category scores decreased. In these lessons, the student teachers facilitated for his students to understand off the ball movements with space awareness with instruction, task game(pass game) and group discussion. Note that in category of SI, every group’s score decreased from the pre- to the post period. Study results suggested that lessons focused on space awareness without the ball were not effective in leading to significant score increases during basketball games. Possible explanations for this result include the limited number of lessons conducted and task-game lessons not transferring to full-sized game performance. |
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