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作者(中文):蘇惠英
作者(外文):Su, Hui-Ying
論文名稱(中文):比較不同型態街舞教學對國小高年級學童動態平衡與反應時間之影響
論文名稱(外文):The Effect of Comparing Different Styles of Hip-hop Teaching on The Dynamic Balance and Reaction Time of Elementary Higher-Grade Students
指導教授(中文):鄭麗媛
指導教授(外文):Cheng, Li-Yuan
口試委員(中文):掌慶維
許建民
口試委員(外文):Chang, Ching-Wei
Hsu, Chien-Ming
學位類別:碩士
校院名稱:國立清華大學
系所名稱:運動科學系碩士在職專班
學號:110194513
出版年(民國):112
畢業學年度:111
語文別:中文
論文頁數:163
中文關鍵詞:延展實境運動遊戲素養教學學習動機表現能力
外文關鍵詞:Extended RealityExergameCompetenceLearning MotivationPerformance Skills
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本研究旨在探討不同型態街舞教學對國小高年級學童動態平衡及反應時間之影響。本研究以立意取樣,選取新竹巿某國小高年級兩班學童為研究對象,採準實驗設計,將學童分為實驗組運動遊戲融入街舞教學與控制組一般街舞教學,每週2次,每次40分鐘,共實施五週街舞教學。實驗前、後皆以WhizToys運動地墊、錄影器材及腳架作為測量工具,採正背面錄影方式及AI影像姿勢檢測分析。統計方法以獨立樣本t檢定、成對樣本t檢定、皮爾森積差相關分析及單因子多變量變異數分析進行資料處理與分析。研究結果發現:一、運動遊戲融入街舞教學與一般街舞教學對學童動態平衡之前、後測成績,兩組皆達顯著差異;二、運動遊戲融入街舞教學對學童反應時間之前、後測成績達顯著差異,而一般街舞教學則無顯著差異;三、不同型態街舞教學對學童的動態平衡成績,兩組間無顯著差異,但在整體平均值相較之下運動遊戲融入街舞教學組的動態平衡之成績優於一般街舞教學組;四、不同型態街舞教學對學童的反應時間之4公尺坐站起走成績,兩組間達顯著差異。而反應時間之5次椅子坐站成績則無顯著差異,但在整體平均值相較之下運動遊戲融入街舞教學組的反應時間之5次椅子坐站成績優於一般街舞教學組。
The purpose of this study was to compare the effect of different styles of hip-hop teaching on the dynamic balance and reaction time of higher-grade elementary school students. In this study, the purposive sampling was adopted to select two classes of elementary school in Hsinchu City. Using a quasi-experimental design, the experimental group were taught with exergames integrated into usual hip-hop teaching; the control group were taught with the usual hip-hop teaching. The study was implemented over 5 weeks, 40 minutes per day and 2 days per week. The data were collected through a front and back capture mechanism, AI body posture detection and pre-post test. The measurement tools included WhizToys sports floor mats, camera equipment, and tripods. The collected data were analyzed through Independent Sample t-Test, Paired Sample t-Test, Pearson Correlation Analysis, and One-way Multivariate Analysis of Variance. This research showed that both exergames integrated into the usual teaching style and the usual teaching style had significant differences in the pre-post test of students’ dynamic balance. The exergames group had significant differences in the pre-post test of students’ reaction time, but the result of the usual teaching style was insignificant. The difference of dynamic balance between two teaching styles was not significant, with a trend towards greater improvement in the experimental group. Finally, the difference of the 4-meter Timed Up and Go Test (TUGT) of reaction time was significant between different teaching styles. However, the difference of Five Times Chair Stand Test (FTCST) of reaction time was not significant between two teaching styles, with a trend towards greater improvement in the experimental group.
摘要 i
Abstract ii
謝 誌 iv
目 次 v
圖 次 ix
表 次 x
第壹章 緒論 1
第一節 研究背景與動機 1
第二節 研究目的 5
第三節 研究問題 5
第四節 研究假設 5
第五節 研究範圍與限制 6
第六節 名詞操作性定義 7
第貳章 文獻探討 9
第一節 兒童動作發展概論與訓練之相關研究 9
第二節 動態平衡概論與訓練之相關研究 19
第三節 反應時間概論與訓練之相關研究 29
第四節 街舞意涵與相關研究 42
第五節 運動遊戲意涵與相關研究 55
第六節 文獻總結 65
第參章 研究方法 67
第一節 研究流程與架構 67
第二節 研究受試者 70
第三節 研究工具 71
第四節 研究設計 74
第五節 資料處理與分析 81
第肆章 研究結果與討論 82
第一節 受試者描述性統計 82
第二節 各組內國小高年級學童動態平衡前、後測成績差異情形與討論 83
第三節 各組內國小高年級學童反應時間前、後測成績差異情形與討論 87
第四節 各組間國小高年級學童的動態平衡成績差異情形與討論 91
第五節 各組間國小高年級學童的反應時間成績差異情形與討論 94
第伍章 結論與建議 99
第一節 結論 99
第二節 建議 100
參考文獻 102
附錄一 課程教學大網 124
附錄二 實驗組課程教學單元 126
附錄三 控制組課程教學單元 151
附錄四 研究參與意願暨知情同意書 163
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