The purpose of this study was (1) to develop a archery lesson using forced connection method-sportcasting for cultivating collaborative problem-solving competencies, and (2) to apply and to examine the responses of students after physical education(PE) lesson. A archery lesson of Understanding-Performance-Appreciation step was developed according to LfPE(Lee, 2014) using backward curriculum design. Participants were tenth grade students (N=148) in a high school. Open-ended question used to collect the data. The analysis of data indicates that students expressed features in lessons. Six features are (a) 朋友信之, (b) 君子不器, (c) 能竭其力, (d) 觀其所由, (e) 溫故知新, (f) 思而不學. In-depth interviewers were carried out for further analysis of the answers to the questionnaires. The results are as follows. First, 朋友信之 means lesson cultivating collaborative problem solving competencies. Second, 君子不器 means pleasant and funny lesson. Third, 能竭其力 means lesson cultivating self management ability. Fourth, 觀其所由 means lesson cultivating appreciativeness for archery. Fifth, 溫故知新 means lesson improving the status of PE teacher and school. This study concluded that a archery lesson generated fun and interest for students. Implication for developing lesson using LfPE, utilize and transform forced connection method-sportcasting in PE were discussed.
Sportscasting in Physical Education (Lee, 2011) is a class activity that students simulate sports broadcasting (e.g., students report, analyze, and comment on game play). It encourages problem solving (PS) learning for students. Scaffolding is the support with the intention of helping the student achieves his/her learning goals and contributes to problem solving. However, limited studies have examined if sportscasting with scaffolding is effective instructional strategies for PS. The purpose of this study was to examine effects of sportscasting with scaffolding on PS abilities, and on academic achievement. Participants were 46 college students. The static-group comparison design was used: an experiment group (N=26) with supportive scaffoldings (e.g., conceptual explanation, terminology dictionary, visual materials) and a control group (N=20) with reflective scaffoldings (e.g., organizing the environment, using appropriate cues to guide behaviors, and modeling). The results revealed that students in reflective scaffoldings had higher PS abilities than students in supportive scaffoldings. However, two groups were not statistically different in academic achievement. Sportscasting with instructional scaffolding promote a deeper level of cognitive skills and male students performed better than female students. The effective scaffolding types (Lewis, 2010) for sportscasting were discussed to help students to foster PS skills.
Purpose This study was to investigate the effect of various motor leaning techniques which were applied on the youth soccer training program. Methods 12 elementary soccer players and the director of R youth soccer team have participated in the study. The expertise level of youth soccer team were ranged from beginner to advance. To investigate the effect of new soccer training program we adopted a methodology of action research. We first analyzed the problems of original youth soccer program and reconstructed the training program considering of individualized characteristics. The 3 main problems of original soccer program (1. feedback provisions 2. difficulty of task level 3. time distribution of training) have been reconstructed by four motor learning experts. For the data analysis, several qualitative analyze techniques were conducted to observe player’s improvements. Results First, participants had a better understanding on proper motion of shooting and lifting skills from the guidance techniques. Second, utilizing the personal skills and team cohesion have been improved by the modified rules and space competition. Third, the ability of active problem solving have been improved from the self-learning environment. Forth, the player’s confidence level have been improved by eliminating performance outcome. Conclusions From the aspects of variety circumstances in sport education field, the comprehensive motor learning program should be developed and applied.
