自我介紹 Self introduction Li-Chuan Shieh 1 Graduate Institute of Sports Training Doctoral Degree Programs, University of Taipei Taiwan R.O.C

  • Published on
    13-Dec-2015

  • View
    239

  • Download
    0

Embed Size (px)

Transcript

<ul><li>Slide 1</li></ul> <p> Self introduction Li-Chuan Shieh 1 Graduate Institute of Sports Training Doctoral Degree Programs, University of Taipei Taiwan R.O.C. Slide 2 The effects of game-based teaching program on hand-eye coordination and attention of novice wheelchair tennis participants Li-Chuan Shieh 1 1.Graduate Institute of Sports Training Doctoral Degree Programs, University of Taipei Chia-Yi Lu 2, Wen-Yi Wang 3 2.3.Graduate Institute of Sport Pedagogy, University of Taipei Slide 3 Purpose The purpose of this study was to examine the game-based teaching program on hand-eye coordination and attention of novice wheelchair tennis participants in Taiwan. Slide 4 Introduction-1 Teaching Strategies There are a variety of teaching strategies that instructors can use to improve student learning. Research shows that active learning improves students' understanding and retention of information and can be very effective in developing higher order cognitive skills such as problem solving and critical thinking. Slide 5 Introduction-2 Game Based Teaching Model Slide 6 Introduction-3 Game Teaching Using games, whether within a single course or across a curriculum, helps iron out these inconsistencies and motivate students, ( Smith-Robbins). Slide 7 Game Based Teaching Slide 8 Slide 9 Method s1 This research adopted the quasi-experimental design with signal sample group of novice wheelchair tennis participants Slide 10 Methods2 Participants N=13 Average age 47.75 Three month of game-based tennis instruction Pre- and post- Stroop Interference Test Slide 11 Procedure Three month of game-based tennis instruction were conducted in the study. Pre- and post- Stroop Interference Test was administered to all participants on their hand-eye coordination and attention data. Slide 12 Stroop Interference Test 1 Reading interference tendency : Difference in reaction times between reading - interference conditions and reading baseline. Naming interference tendency : Difference in reaction times between naming interference conditions and naming - baseline. Slide 13 Stroop Interference Test (STROOP) 2 Test for the assessment of color-word interference tendency Test form S7 - Color- word interference (buttons) Assessment of baselines and the subsequent presentation of interference conditions Entry medium: subject panel. Blue Purple Red Green Purple Green Slide 14 Stroop Interference Test 3 The first set : Green Red Blue Purple Blue Purple The second : Blue Purple Red Green Purple Green The Stroop effect is the finding that naming the color of the first set of words is easier and quicker than the second. Slide 15 Stroop effect The Stroop effect is the finding that naming the color of the first set of words is easier and quicker than the second. Positive difference scores indicate an increased interference tendency, while negative difference scores reflect a reduced interference tendency. it is likely that when under stress their personal tempo will drop sharply and their information processing speed will be noticeably reduced. Slide 16 Stroop effect A low percentile rank may reflect a failure to understand the instructions or poor motivation in this part of the test. Slide 17 Measures &amp;Data Analysis Descriptive statistics t-test Percentile rank PR Slide 18 Results (1) In the pre-post (t(11)= -.529, p&gt;.05). There was no significant difference in Reading interference tendency. (2) but in the Naming interference tendency was significantly improved in the post- test (t(11)= 1.30, p</p>