近幾年許多國際學者開始提倡適用於體育課情境的非線性教學法，然而其教學成效的支持證據卻不充分，故本研究旨在對此研究缺口進行後續探究。目的：檢驗非線性教學法對國小學童的比賽表現以及自主感、關係感、勝任感、新奇感的效果。方法：研究對象為花蓮縣三年級國小學童，分別為實驗組25人與對照組25人。實驗組以非線性教學法課程設計12節教學實驗研究，對照組進行直接式教學。兩組學生皆以GPAI運動表現評量、體育課心理需求量表以及新奇感量表進行前、後測。資料以二因子混合設計變異數分析進行統計考驗。結果：接受非線性教學法的實驗組學生在比賽表現、以及自主感、關係感、勝任感、新奇感的效果皆未顯著優於接受直接式教學的對照組學生。結論：由於本研究結果受疫情影響僅實施6週的教學介入，同時受到停課及學生隔離而導致教學不連貫，從研究結果可發現若非線性教學法要產生預期的成效，可能需提供更長期且連貫的教學實踐，短期且破碎性的教學效果難以顯現。研究者亦針對體育教師未來實施非線性教學法時提供實務應用的建議，期望未來有更多研究者與教師再進一步探究非線性教學法的應用與教學成效。

In recent years, many international scholars have begun to advocate nonlinear pedagogy suitable for physical education situations. However, the supporting evidence for its teaching effectiveness is insufficient. Therefore, this study aims to conduct follow-up research on this research gap. Objective: To test the effect of nonlinear pedagogy on elementary school children's competition performance, need for autonomy, need for relatedness, need for competence, and need for novelty. Methods: The research subjects were third-grade elementary school children in Hualien County, 25 in the experimental group and 25 in the control group. The experimental group designed 12 teaching experimental research with nonlinear pedagogy, and the control group carried out direct teaching. Both groups of students were pre- and post-tested with GPAI sports performance assessment, physical education psychological needs scale and novelty scale. Data were statistically tested by a two-factor mixed design analysis of variance. Results: The students in the experimental group who received the nonlinear pedagogy were not significantly better than the students in the control group who received direct teaching in terms of competition performance, need for autonomy, need for relatedness, need for competence, and need for novelty. Conclusion: Since the results of this study were affected by the epidemic, only 6 weeks of teaching intervention was implemented, and at the same time, the teaching was incoherent due to the suspension of classes and student isolation. It is difficult to show short-term and fragmented teaching effect. The researchers also provide suggestions for the practical application of nonlinear pedagogy for physical education teachers in the future. It is hoped that more researchers and teachers will further explore the application and teaching effectiveness of nonlinear pedagogy in the future.

第壹章 緒論 1
第一節、研究背景與動機 1
第二節、研究目的與問題 4
第三節、研究範圍與限制 5
第四節、名詞解釋 5
第貳章 文獻探討 7
第一節、非線性教學法之理論基礎 7
第二節、限制的類別 11
第三節、非線性教學法與其相關研究 13
第四節、自我決定理論 18
第五節、自我決定理論的相關研究 20
第參章 研究方法 25
第一節、研究架構 25
第二節、研究參與者 25
第三節、非線性教學課程設計 26
第四節、研究流程 28
第五節、研究工具 29
第六節、資料分析與處理 30
第肆章 結果與討論 31
第一節 不同教學法對國小中年級學童比賽表現之分析及討論 31
第二節 不同教學法對國小中年級學童心理需求之分析及討論 33
第伍章 結論及建議 41
第一節 結論 41
第二節 建議 42
參考文獻 43
附錄 51
附錄一 研究參與學生同意書 51
附錄二 非線性教學法 教學檢核表 52
附錄三 體育課心理需求量表 53
附錄四 非線性教學法教學計劃 56

一、中文文獻
王文妤(2017)。國中體育教師知覺環境自主支持對教學動機及滿足感預測之研究。國立台灣師範大學，台北市。
李如珠（2014）。學生知覺教師自主支持、心理需求、期望價值在體育課學習動機與成績之差異。臺北市立大學運動教育研究所碩士論文，臺北市。
李村棋 (1998)。工作限制對國小學童投擲動作型式的影響。體育學報，26，225-232。
杜亞田(2011)。運動教育模式應用於「夜光天使點燈專案計畫」桌球教學之行動研究。(未出版碩士論文)。國立高雄師範大學，高雄市。
周彥辛、季力康 (2011)。體育課動機與休閒運動意圖之間的關係。中華體育季刊，25(1)，49-59。
林耀豐（2003）。工作限制下技能水準差異和訓練對網球正手拍技能表現的影 （未出版碩士論文）。國立臺灣師範大學，臺北市。
徐偉庭、周宏室、潘義祥 (2014)。以自我決定理論為架構檢驗體育課學生的責任 行為。體育學報17(3)，425-436。
徐偉庭、謝宗諭 (2019)。限制導向觀點在運動教育學之發展、測量與應用。體育 學報，54(3)，194-214。
翁春琴 (2012)。理解式球類教學法對高職女學生排球之學習效果。(未出版碩士 論文)。國立台灣師範大學，台北市。
高莉淳 (2017)。大專運動員之基本心理需求滿足、焦慮與心理彈性 (未出版碩士倫文)。台北市立大學，台北市。
高雁翎、張智惠 (2007)。環境賦使概念之探討。大專體育，92，94-102。
教育部 (2014)。十二年國民基本教育課程綱要總綱。臺北市:教育部。
莊國良、黃姿榕、劉有德 (2015)。複雜系統與二語學習。華語文教學研究，12(4)，77-109。
許文皓 (2016)。國小體育班學生升學意願之影響因素-以自我決定論觀點分析。臺北市立大學，台北市。
陳素青、詹俊成、鄭志富 (2013)。臺北市高中體育教師領導風格與班級氣氛對體育課學習動機之影響。體育學報46(3)，257-272。
彭國威、卓俊伶、楊梓楣 (2003)。兒童踢球動作形式之轉移:工作限制與年齡效應。台灣運動心理學報，2，93-100。
黃嘉君、楊梓楣 (2008)。以生態觀點探討知覺-行動與動作發展。中華體育季刊，22(2)，70-78。
廖智倩、闕月清 (2008)。中學師生對理解式球類教學實施知覺之探討。臺中教育大學學報：教育類，22 (1)，1-20。
廖智倩、闕月清 (2011)。國中學生對理解式籃球教學之知覺。大專體育學刊 ，13 (3)，223-231。
劉有德 (2011)。運動行為研究在體育的運用與課題。體育學報，44(2)，163-172。
劉有德、謝宗諭、陳秀惠、顏雅婷、戴遠成、江函芸…鄭光志 (譯) (2010)。技能學習的動力：限制導向的觀點。臺北市：禾楓。
蔡銘仁(2006)。國中生體育課參與動機及其身體活動的探討-應用自我決定理論。(未出版碩士論文)。國立台灣師範大學，台北市。
蕭明芳(2009)。小組檔案評量運用於國小體育教學之行動研究—以運動教育模 式為例 (未出版碩士論文)。國立臺灣師範大學，臺北市。
謝宗諭、劉有德 (2017)。以非線性限制導向理論淺談理解式教學法。政大體育研究，24，41-58。
簡嘉菱、程炳林 (2013)。環境目標結構，自我決定動機與學業情緒之關係。教育心理學報，44(3)，713-733。
二、英文文獻
Aibar, A., Abós, Á., García-González, L., González-Cutre, D., & Sevil-Serrano, J. (2021). Understanding students’ novelty satisfaction in physical education: Associations with need-supportive teaching style and physical activity intention. European Physical Education Review, 27(4), 779-797.
Araújo, D., Davids, K., Bennett, S., Button, C., & Chapman, G. (2004). Emergence of sport skills under constraint. In A. M. Williams & N. J. Hodges (Eds.), Skill Acquisition in Sport: Research, Theory and Practice (pp. 409-433), London: Routledge, Taylor & Francis.
Barker, D., Bergentoft, H., & Nyberg, G. (2017). What would physical educators know about movement education? A review of literature, 2006-2016. QUEST, 69, 419-435.
Bernstein, N. (1966). The co-ordination and regulation of movements. The co-ordination and regulation of movements.
Black, A. E., & Deci, E. L. (2000). The effects of instructors' autonomy support and students' autonomous motivation on learning organic chemistry: A self-determination theory perspective. Science Education, 84(6), 740–756.
Butler, J., Storey, B., & Robson, C. (2014). Emergent learning focused teachers and their ecological complexity worldview. Sport, Education and Society, 19(4), 451-471.
Chen, S., Chen, A., & Zhu, X. (2012). Are K-12 learners motivated in physical education? A meta-analysis. Research Quarterly for Exercise and Sport, 83, 36-48.
Chow, J. Y. (2013). Nonlinear learning underpinning pedagogy: Evidence, challenges, and implications. Quest, 65, 469-484.
Chow, J. Y., Davids, K., Button, C., Shuttleworth, R., Renshaw, I., & Araujo, D. (2006). Nonlinear pedagogy: A constraints-led framework to understanding emergence of game play and skills. Nonlinear Dynamics, Psychology and Life Science, 10, 71-103.
Chow, J-Y., Davids, K., Button, C., Renshaw, I., Shuttleworth, R., & Uehara, L. (2009). Nonlinear pedagogy: Implications for teaching games for understanding (TGfU). In T. Hopper, J. Butler & B. Storey (Eds.), TGfU...Simply good pedagogy: Understanding a complex challenge (pp. 131–144). Ottawa: Physical Health Education Association of Canada.
Cutforth, N., & Puckett, K. (1999). An investigation into the organization,challenges, and impact of an urban apprentice teacher program. Urban Review,31, 153-172.
Davids, K., Button, C., & Bennett, S. J. (2008). Coordination and control of movement in sport: An ecological approach. Champaign, IL: Human Kinetics.
Davids, K., C. Button, & S. J. Bennett. (2008). Dynamics of Skill Acquisition: A Constraints-led Approach. Champaign, IL: Human Kinetics.
Deci, E. L., & Ryan, R. M. (1985). Intrinsic Motivation and Self-Determination in Human Behavior. New York: Plenum Press.
Deci, E. L., & Ryan, R. M. (1991). A motivation approach to self: Integration in personality. In R. Dienstbier (Ed.), Nebraska symposium on motivation. Perspectives on motivation(pp. 237-288). Lincoln, NE: University of Nebraska Press.
Esteves, P., Oliveira, R., & Araújo, D. (2011). Posture–related affordances guide attacks in basketball. Psychology of Sport and Exercise, 12(6), 639-644.
Fajen, B., Riley, M. A., & Turvey, M. T. (2009). Information, affordances, and the control of action in sport. International Journal of Sport Psychology, 40, 79-107.
Farias, C. F. G., Harvey, S., Hastie, P. A., & Mesquita, I. M. R. (2019). Effects of situational constraints on students’ game-play development over three consecutive sport education seasons of invasion games. Physical Education and Sport Pedagogy, 24(3), 267-286.
Fierro-Suero, S., Almagro, B. J., Sáenz-López, P., & Carmona-Márquez, J. (2020). Perceived Novelty Support and Psychological Needs Satisfaction in Physical Education. International Journal of Environmental Research and Public Health, 17(11), 4169.
Gagné, M. (2003). The role of autonomy support and autonomy orientation in prosocial behavior engagement. Motivation and Emotion, 27(3), 199–223.
Gibson, J. J. (1966). The senses considered as perceptual systems. Boston, MA: Houghton Mifflin.
Gibson, J. J. (1979). The ecological approach to visual perception. Hillsadale, NJ: Erlbaum.
Gil Arias, A., Perla Moreno Arroyo, M., Claver Rabaz, F., Moreno Domínguez, A., & Del Villar Álvarez, F. (2016). Manipulación de los condicionantes de la tarea en Educación Física: Una propuesta desde la pedagogía no lineal [Manipulation of the task constraints in Physical Education: A proposal from nonlinear pedagogy]. Retos, 29, 22-27.
Glazier, P., & Robins, M. T. (2013). Self-organization and constraints in sports performance. In T. McGarry, P. O’Donoghue, & J. Sampaio (Eds.), Routledge handbook of sports performance analysis. London: Routledge.
Gonza´lez-Cutre D, Sicilia A, Sierra AC, et al. (2016) Understanding the need for novelty from the perspective of self-determination theory. Personality and Individual Differences 102(November): 159–169.
González-Cutre, D., Sicilia, A., Sierra, A. C, Ferriz, R., Hagger, M. S. (2016). Understanding the need for novelty from the perspective of self-determination theory. Personality and Individual Differences,102,159-169.
Gottfried, M. K., Liu, Y. T., and Karl M. Newell. (2006). Complex systems and human movement. Complexity Journal, 12 (2),40-51.
Goudas, M., Biddle, S., & Underwood, M. (1995). A prospective study of the relationship between motivational orientations and perceived competence with intrinsic motivation and achievement in a teacher education course. Educational Psychology, 15, 89-96.
Goudas, M., S. Biddle, K. Fox, & M. Underwood. (1995). “It ain’t What you do, it’s the Way that you do it! Teaching Style Affects Children’s Motivation in Track and Field Lessons.” The Sport Psychologist, 9, 254–264.
Griffin, L., J. L. Oslin, and S. A. Mitchell. (1995) “An Analysis of Two Instructional Approaches to Teaching Net Games.” Research Quarterly for Exercise and Sport 66, 65–66.
Hellison, D. (2003). Teaching responsibility through physical activity (2nd ed.). Champaign, IL: Human Kinetics.
Jackson, R. C., and D. Farrow. (2005). “Implicit Perceptual Training: How, When, and Why?” Human Movement Science, 24 (3), 308–325.
Jones, R., S. Marshall, and D. Peters. (2010). “Can we Play a Game Now? The Intrinsic Benefits of TGfU.” European Journal of Physical and Health Education,,4 (2), 57–63.
Kirk, D., and A. MacPhail. (2002). “Teaching Games for Understanding and Situated Learning:Rethinking the Bunker–Thorpe Model.” Journal of Teaching in Physical Education, 21 (2),177–192.
Komar, J., Potdevin, F., Chollet, D., & Seifert, L. (2019). Between exploitation and exploration of motor behaviours: Unpacking the constraints–led approach to foster nonlinear learning in physical education. Physical Education and Sport Pedagogy, 24, 133-145.
Kugler, P. N., Kelso, J. A. S. & Turvey, M. T. (1980). On the concept of coordinative structures as dissipative structures: Theoretical lines of convergence. In G. E. Stelmach & J. Requin (Eds.), Tutorials in motor behavior (pp. 3-47). New York: North Holland.
Lee, M. C. Y., J.-Y. Chow, J. Komar, C. W. K. Tan, and C. Button. (2014). “Nonlinear Pedagogy: AnEffective Approach to Cater for Individual Differences in Learning A Sports Skill.” PLoS ONE 9(8).
Lim, B. S., & Wang, C. K. J. (2009). Perceived autonomy support, behavioural regulations in physical education and physical activity intention. Psychology of Sport and Exercise, 10, 52-60.
Liu, J. D., Chung, P, K., (2014). Development and Initial Validation of the Psychological Needs Satisfaction Scale in Physical Education. Measurement in Physical Education and Exercise Science, 18 (2), 101-122.
Lund, J., & Tannehill, D. (2014). Standards–based physical education curriculum development (3rd ed.). Burlington, MA: Jones & Bartlett.
Martinek, T., Schilling, T., & Johnson (2001). Transferring personal and social responsibility of underserved youth to the classroom. The Urban Review, 33,29-45.
McNeill, M., J. Fry, and M. Hairil. (2011). “Motivational Climate in Games Concept Lessons.” ICHPER – SD Journal of Research in Health, PE, Rec, Sport and Dance , 6 (1), 34–39.
Michaels, C. F., & Carello, C. (1981). Direct perception. Englewood Cliffs, NJ: Prentice-Hall.
Mitchell, S. A., Griffin, L. L., & Oslin, J. L. (1995). An analysis of two instructional approaches to teaching invasion games. Research Quarterly for Exercise and Sport,66, 31-65.
Mitchell, S. A., Griffin, L. L., & Oslin, J. L. (1997). Teaching invasion games: A comparison of two instructional approaches. Teaching and Coach in Physical Education and Sports, 3(2), 56-69.
Moy, B., Renshaw, I., & Davids, K. (2016). The impact of nonlinear pedagogy on physical education teacher education students’ intrinsic motivation. Physical Education and Sport Pedagogy, 21, 517-538.
Moy, B., Renshaw, I., Davids, K., Brymer, E. (2016). Overcoming acculturation: physical education recruits’ experiences of an alternative pedagogical approach to games teaching. Physical Education and Sport Pedagogy, 21, 386-406.
Nevett Moritz, S. E., Feltz, D. L., Fahrbach, K. R., & Mack, D. E. (2000). The relation of self-efficacy measures to sport performance: A meta-analytic review. Research Quarterly for Exercise and Sport, 71, 280-294.
Nevett, M., Rovegno, I., & Babiarz, M. (2001). Fourth-grade children's knowledge of cutting, passing and tactics in invasion games after a 12-lesson unit of instruction. Journal of Teaching in Physical Education, 20(4), 389-401.
Newell, K. M. (1986). Constraints on the development of coordination. In M. G. Wade & H. T. A. Whiting (Eds.), Motor development in children: Aspects of coordination and control (pp. 341-360). Boston, MA: M. Nihjoff.
Newell, K. M., & Jordan, K. (2007). Task constraints and movement organization: A common language. In W. E. Davis & G. D. Broadhead (Eds.), Ecological task analysis and movement (pp. 5-23). Champaign, IL: Human Kinetics.
Newell, K. M., Liu, Y.-T., & Mayer-Kress, G. (2001). Time scales in motor learning and development. Psychological Review, 108(1), 57–82.
Ntoumanis (2001)。A self-determination approach to the understanding of motivation in physical education。British Journal of Educational Psychology, 71, 225-242.
Ntoumanis, N., A. Pensgaard, C. Martin, and K. Pipe. (2004). “An Idiographic Analysis of Amotivation in Compulsory School Physical Education.” Journal of Sport and Exercise Psychology, 26,197–214.
Perlman, D. (2010). “Change in Affect and Needs Satisfaction for Amotivated Students within the Sport Education Model.” Journal of Teaching in Physical Education, 29 (4), 433–445.
Perlman, D. 2011. “Examination of Self-Determination within the Sport Education Model.” Asia- Pacific Journal of Health, Sport and Physical Education, 2 (1), 79–92.
Perlman, D. J., and G. Goc Karp. (2010) . “A Self-Determined Perspective of the Sport Education Model.” Physical Education and Sport Pedagogy, 15 (4), 401–418.
Pinder, R. A., & Renshaw, I. (2019). What can coaches and physical education teachers learn from a constraints–led approach in para–sport?, Physical Education and Sport Pedagogy, 24, 190-205.
Reeve, J., Jang, H., Carrell, D., Jeon, S. & Barch, J. (2004). Enhancing students’ engagement by increasing teachers’ autonomy support. Motivation and Emotion, 28, 147-169.
Renshaw, I., & Chow, J. Y. (2019). A constraint–led approach to sport and physical education pedagogy. Physical Education and Sport Pedagogy, 24, 103-116.
Renshaw, I., & Moy, B. (2018). A constraint–led approach to coaching and teaching games: Can going back to the future solve the ‘they need the basics before they can play a game’ argument? Ágora, 20(1), 1-26.
Renshaw, I., A. R. Oldham, and M. Bawden. (2012). “Nonlinear Pedagogy Underpins Intrinsic Motivation in Sports Coaching.” The Open Sports Sciences Journal, 5, 88–99.
Renshaw, I., Chow, J. Y., Davids, K., & Hammond, J. (2010). A constraints-led perspective to understanding skill acquisition and game play: a basis for integration of motor learning theory and physical education praxis? Physical Education & Sport Pedagogy, 15, 117-137.
Rink, J. E. (1996). Effective instruction in physical education. In S. J. Silverman & C. D. Ennis (Eds.), Student Learning in Physical Education (pp.171-198). Champaign, IL: Human Kinetics.
Roberts, W. M., Newcombe, D. J., & Davids, K. (2019). Application of a constraints–led approach to pedagogy in schools: embarking on a journey to nurture physical literacy in primary physical education. Physical Education and Sport Pedagogy, 24, 162-175.
Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary educational psychology, 25(1), 54-67.
Siedentop,D.(1998).What Is Sport Education and How Does It Work. Journal of Physical Education Recreation,and Dance. 69 (4),18-22.
Silvia, P. J. (2006). Exploring the psychology of interest. New York: Oxford University Press.
Sinelnikov, O. A., and P. Hastie. (2010). “A Motivational Analysis of a Season of Sport Education.” Physical Education and Sport Pedagogy, 15 (1), 55–69.
Spittle, M., and K. Byrne. (2009). “The Influence of Sport Education on Student Motivation in Physical Education.” Physical Education and Sport Pedagogy, 14 (3), 253–266.
Standage, M., Duda, J. L., & Ntoumanis, N. (2005). A test of self-determination theory in school physical education. British Journal of Educational Psychology, 75, 411-433.
Standage, M., Duda, J. L., & Ntoumanis, N. (2006). Students’ motivational processes and their relationship to teacher ratings in school physical education: A self-determination theory approach. Research Quarterly for Exercise and Sport, 77, 100-110.
Stoffregen, T. A. (2003). Affordances as properties of the animal-environment system. Ecological Psychology, 15(2), 115-134
Stolz, S., & Pill, S. (2014). Teaching games and sport for understanding: Exploring and reconsidering its relevance in physical education. European Physical Education Review, 20(1), 36-71.
Tan, C. W. K., Chow, J. Y., & Davids, K. (2012). ‘How does TGfU work?’: Examining the relationship between learning design in TGfU and a nonlinear pedagogy. Physical Education and Sport Pedagogy, 17, 331-348.
Thelen, E., Corbetta, D., & Spencer, J. P. (1996). Development of reaching during the first year: Role of movement speed. Journal of Experimental Psychology: Human Perception and Performance, 22(5), 1059–1076.
Turner, A. P., & Martinek, T. J. (1999). An investigation into teaching games for understanding: Effects on skill, knowledge, and game play. Research quarterly for exercise and sport, 70(3), 286-296.
Turvey, M. T. (2004). Space (and its perception): The first and final frontier. Ecological Psychology, 16, 25–29.
Vallerand, R. J., & Ratelle, C. F. (2002). Intrinsic and extrinsic motivation: A hierarchical model. In E. L. Deci & R. M. Ryan (Eds.), Handbook of self-determination research (pp. 37–63).
Wallhead, T. L., and N. Ntoumanis. (2004). “Effects of a Sport Education Intervention on Students’ Motivational Responses in Physical Education.” Journal of Teaching in Physical Education , 23, 4–18.
Wulf, G., B. Lauterbach, & T. Toole. (1999). “The Learning Advantages of an External Focus of Attention in Golf.” Research Quarterly for Exercise and Sport 70 (2): 120–126.