Siedentop (1998) 所發展的運動教育模式，在許多國家皆已是體育教學課程的主流，然而過去運動教育模式對於研究學生運動技能表現的效果有限，因此Hastie 與 Thorpe (2005) 提出階段競賽法 (Step Game Approach, SGA)，融入運動教育模式的特色，藉由各賽季的比賽或遊戲檢驗學生的運動技能表現，以了解學生在賽季當中是否完整吸收課堂上的知識並且提升學生的運動技能。目的：本研究旨在探討階段競賽法結合運動教育模式實施在國中體育課對於學生運動技能學習之影響及學生感受。方法：以新北市立某高中附設國中二年級，兩個班級共37位學生為研究對象，實驗組實施階段競賽法結合運動教育模式之教學，對照組進行運動教育模式之教學，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，並在後測之後，以半結構式訪談訪問實驗組學生之感想。結果：實驗組學生之運動技能表現優於對照組，且實驗組多數學生都認為自己的排球技能有進步。結論：本研究結果顯示階段競賽法結合運動教育模式對於學生在運動技能表現上的提升優於單純實施運動教育模式教學法，若未來進行研究可加入不同的變項分析，能更加驗證國內、外研究之差異，此外，也期盼此研究結果能作為往後提供體育教師在國內實施階段競賽法教學時修正的參考憑借及未來實施有關階段競賽法之學者研究上的參考依據。

關鍵詞：體育、排球、運動技能、比賽表現評量工具、半結構式訪談

The sport education model developed by Siedentop (1998) has become the mainstream of physical education (PE) in many countries. However, the empirical evidence for the effect of sport education model on students' motor skills performance is limited. Therefore, Hastie and Thorpe (2005) proposed the Step Game-Approach (SGA), which incorporated the characteristics of the Sports Education model and examine students' motor skills performance to see whether they fully absorbed the knowledge from the class and improved their motor skills during the season through competitions and games. Purpose: This study aimed to explore the impact of the SGA -based sport education model on students' motor skills learning in middle school PE and students' feedback. Methods: 74 8th-grade students from two classes (37 students in each class) in a New Taipei City high school participated in the study. The experimental group received instruction of the SGA-based sports education model, and the control group received the conventional teaching of the sports education model for 13 classes in seven weeks. GPAI sports performance evaluation was conducted before and after the intervention on both groups of students. Data were statistically examined by two-factor mixed design variance analysis. Semi-structured interviews were also conducted with the experimental group after the intervention. Results: Students’ motor skills in the experimental group improved more than their counterparts in the control group, and most of the students in the experimental group believed that their volleyball skills had improved. Conclusion: The results of this study show that the SGA-based Sport Education model is better than the conventional Sports Education model teaching strategy on improving students' motor skill performance. Multiple variables should also be examined in future studies to identify the distinctions among different cultures The results of this study can be used as a future reference for physical educators when implementing SGA and for researchers who are interested in SGA.

Keywords: physical education, volleyball, sport skill, GPAI, semi-structured interview

摘要　i
Abstract　iii
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 研究範圍與限制　5
第五節 名詞解釋 6
第貳章 文獻回顧 9
第一節 階段競賽法之內涵　9
第二節 階段競賽法之相關研究　12
第三節 運動教育模式之理論　15
第四節 運動教育模式之相關研究　18
第參章 研究方法　24
第一節 研究架構　24
第二節 研究參與者與課程設計　24
第三節 研究流程　26
第四節 研究工具 29
第五節 資料蒐集與分析　30
第六節 研究信效度　31
第七節 研究倫理　32
第肆章 結果與討論　33
第一節 階段競賽法結合運動教育模式對學生運動技能表現之差異分析與討論　33
第二節 階段競賽法應用於國中體育課之學生感受分析與討論　36
第三節 綜合討論 43
第伍章 結論與建議　47
第一節 結論　47
第二節 建議　48
參考文獻　49
中文部份　49
外文部份　51
附錄一、訪談大綱　56
附錄二、研究參與者同意書　57
附錄三、GPAI運動表現評量表　58
附錄四、階段競賽法結合運動教育模式教學法課程設計　59

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