學生設計遊戲模式應用於體育課的效果在國際上已蔚為風行並獲得許多實證支持，然而在國內卻尚未有實證的檢驗，本研究旨在對此研究缺口進行探究。目的：檢驗學生設計遊戲模式對國小高年級學生體育課基本心理需求、新奇感需求、樂趣及動機之影響。方法：對象為花蓮縣國小高年級學生；以學生設計遊戲模式之課程介入，實施為期六周、九節的體育課，分別在教學前後以基本心理需求、新奇感需求、樂趣及動機量表進行施測；所得資料以二因子混合設計變異數分析進行統計考驗。結果：一、接受設計遊戲模式介入的實驗組學生在基本心理需求自主感、勝任感、以及關係感的提升均未顯著高於實施直接教學法的對照組學生；二、實驗組學生在新奇感的提升未顯著高於對照組學生；三、實驗組學生在樂趣的提升未顯著高於對照組學生；四、實驗組學生在動機的提升未顯著高於對照組學生。結論：本研究為國內首篇以學生設計遊戲模式介入國小體育課程之實證性論文，因疫情因素導致實際介入時間過短，可能是未獲得量化面教學成效支持成果的主要原因。然而本研究仍初步發現學生設計遊戲模式應用於體育課之潛力，並建議教師選擇學生較瞭解之運動項目，適度引導學生對既有規則進行修改或變化，會更有助於學生設計遊戲模式的實施。

The positive impacts of Student-Designed Games (SDG) in physical education have been examined and proofed in many countries but not in Taiwan. Hence, the study attempted fill this gap. Purpose: examining the impacts of implementing SDG on students' basic psychological needs, novelty, enjoyment, and motivation in elementary school physical education. Methods: research participants were elementary school high-level graders in Hualien. SDG was implemented in nine classes throughout six weeks. Students’ basic psychological needs, novelty, enjoyment, and motivation were measured before and after implementing SDG. Data collected were processed with two-way ANOVA. Results: 1. No significant differences were found on the improvements of basic psychological needs (autonomy, competence, and relatedness) between experimental and control group; 2. No significant differences were found on novelty improvement between experimental and control group; 3. No significant differences were found on enjoyment improvement between experimental and control group; 4. No significant differences were found on motivation improvement between experimental and control group. Conclusions: The research is first empirical study focusing the implementation of SDG Student-Designed Games in elementary school PE in Taiwan higher grade student. The intervention duration was cut short due to covid-19 pandemic which might be the main reason why the learning outcomes were not supported quantitatively. Nonetheless, the study had found the potential of implementing SDG in PE. It is suggested that teacher might choose sports that are familiarized by the student and instruct them make alternations or modifications on the existing rules to implement SDG more effectively.

摘要 III
第壹章 緒論 1
第一節、研究背景與動機 1
第二節、研究目的與問題 5
第三節、研究範圍 6
第四節、研究限制 7
第五節、名詞解釋 8
第貳章 文獻探討 9
第一節、學生設計遊戲模式 9
第二節、學生設計遊戲模式之相關研究 12
第三節、自我決定理論與應用於體育課相關研究 13
第四節、新奇感需求與應用於體育課相關研究 16
第參章 研究方法 19
第一節、研究架構 19
第二節、研究對象 20
第三節、研究流程 21
第四節、研究步驟 22
第五節、研究工具 25
第六節、資料分析與處理 27
第肆章 結果與討論 29
第一節、不同教學法對國小高年級學生基本心理需求之分析及討論 29
第二節、不同教學法對國小高年級學生新奇感需求之分析及討論 35
第三節、不同教學法對國小高年級學生樂趣之分析及討論 38
第四節、不同教學法對國小高年級學生動機之分析及討論 40
第伍章 結論與建議 43
第一節、結論 43
第二節、建議 45
參考文獻 47
附錄一、研究參與者與家長同意書 56
附錄二、學生設計遊戲模式教案 57
附錄三、學生設計遊戲模式設計學習單 62
附錄四、教師教學檢核表 63
附錄五、量表 64

吳清山 (2018)。素養導向教師教育內涵建構及實踐之研究。教育科學研究期刊，63(4)，261-293。
沈彥汝、方振宇、龔雅慈 (2020)。個人與社會責任模式融入理解式教學法對學生品格表現之影響。全球運動與休閒管理期刊，3(3)，43-54。
林季燕、馮家榆 (2008)。以自我決定理論預測大專體育課學生動機、興趣及努力之研究。臺中教育大學體育學系系刊，(3)，1-8。
范振傑、顏志龍 (2012)。自我決定理論及其在組織行為的應用。運動管理，(16)，27-35。
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，47(3)，425-436。
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。國立臺灣師範大學，臺北市。
莊美玲、許義雄 (1993)。樂趣化教學的意義及其方法。國民體育季刊，27(4)，4-10。
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，臺北市。
蔡宗違、闕月靖 (2003)。逆向思維的新體育教學：理解式教學法 (TGFU)。大專體育學術專刊，252-261。
賴清水 (2007)。樂趣化與傳統式網球教學對於女生學習成效之比較。臺中學院體育，(4)，73-85。
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.
Almond, L. (1983). Games-making. Bulletin of Physical Education, 19(1), 32–35.
Almond, L. (1986). Games-making. In R. Thorpe, D. Bunker, & L. Almond (Eds.), Rethinking games teaching (pp. 67-70). Loughborough, England: University of Technology, Department of Physical Education and Sports Science.
Andre, M. H. (2009). The game inside the school: a representation of 5th graders Physical Education classes. Motriz: Revista de Educacao Fisica, 15(2), 284-296.
André, M. H., & Rubio, K. (2009). O jogo na escola: um retrato das aulas de Educação Física de uma 5ª série. Motriz. Journal of Physical Education, 284-296.
André, M., & Hastie, P. A. (2016). Comparing teaching approaches in two student-designed games units. European Physical Education Review, 1-15.
Asquith, A. (1989). Primary games: An appraisal of the games-making approach. British Journal of Physical Education, 20(4), 183-186.
Bailey, R. (2005). Evaluating the relationship between physical education, sport and social inclusion. Educational review, 57(1), 71-90.
Bailey, R., Armour, K., Kirk, D., Jess, M., Pickup, I., Sandford, R., & Education, B. P. (2009). The educational benefits claimed for physical education and school sport: an academic review. Research papers in education, 24(1), 1-27.
Berlyne, D. E. (1954). A theory of human curiosity. British Journal of Psychology, 45, 180- 191.
Berlyne, D. E. (1961). Conflict and the orientation reaction. Journal of Experimental Psychology, 62, 476-483.
Berlyne, D. E. (1962). Motivational problems raised by exploratory and epistemic behavior. In S. Koch (Ed.), Psychology: A study of a science, 5, (pp. 284-364). New York: McGraw-Hill.
Berlyne, D. E. (1978). Curiosity and learning. Motivation and Emotion, 2, 97-175.
Blanchard, C., & Vallerand, R. J. (1996). Perceptions of competence, autonomy, and relatedness as psychological mediators of the social factors-contextual motivation relationship. Unpublished manuscript. Université du Québec à Montréal.
Blanton, J. E., Oregon, E. M., Flett, M. R., Gould, D. R., & Pfeiffer, K. A. (2013). The feasibility of using nature-based settings for physical activity programming: Views from urban youth and program providers. American Journal of Health Education, 44(6), 324-334.
Butler, J., & Hopper, T. (2011). Inventing net/wall games for all students. Active and Healthy, 18(3), 5-9.
Casey, A., & Hastie, PA. (2011). Students and teacher responses to a unit of student-designed games. Physical Education & Sport Pedagogy, 16(3), 295-312.
Casey, A., Hastie, P. A., & Rovegno, I. (2011). Student learning during a unit of student-designed games. Physical Education & Sport Pedagogy, 16(4), 331-350.
Chen, A., & Darst, P. W. (2001). Situational interest in physical education: A function of learning task design. Research Quarterly for Exercise and sport, 72(2), 150-164.
Chen, W., Rovegno, I., Cone, S. L., & Cone, T. P. (2012). An accomplished teacher's use of scaffolding during a second-grade unit on designing games. Research Quarterly for Exercise and Sport, 83(2), 221–234.
Clark, K. F., & Graves, M. F. (2005). Scaffolding students’ comprehension of text. The Reading Teacher, 58, 570–580.
Cox, R., & Ledingham, D. (1988). Games-making: Principles and procedures. Scottish Journal of Physical Education, 16(2), 14-16.
Curran, T., & Standage, M. (2017). Psychological Needs and the Quality of Student Engagement in Physical Education: Teachers as Key Facilitators. Journal of Teaching in Physical Education, 36(3), 262 -276.
Curtis, J., & McTeer, W., & White, P. (1999). Exploring Effects of School Sport Experiences on Sport Participation in Later Life. Sociology of Sport Journal, 16(4), 348-365.
Curtner-Smith, M. D. (1996). Teaching for understanding: using games invention with elementary children. Journal of Physical Education, Recreation, and Dance, 67(3), 33-37.
Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum.
Deci, E. L., & Ryan, R. M. (1991). A motivational approach to self: Integration in personality. In R. A. Dienstbier (Ed.), Nebraska Symposium on Motivation, 1990: Perspectives on motivation (pp. 237-288). University of Nebraska Press.
Deci, E. L., & Ryan, R. M. (1995). Human autonomy: The basis for true self-esteem. In M. Kemis (Ed.), Efficacy, agency, and self-esteem (pp.31-49). New York: Plenum.
Deci, E. L., & Ryan, R. M. (2000). The “what” and “why” of goal pursuits: Human needs and 19 the self-determination of behaviour. Psychological Inquiry, 11(4), 227-268.
Deci, E. L., & Ryan, R. M. (2002). Self-determination research: Reflections and future directions. In E. L. Deci & R. M. Ryan (Eds.), Handbook of self-determination research (pp. 431-441). University of Rochester Press.
Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). Enhancing students’ social and emotional development promotes success in school: Results of a meta-analysis. Child Development, 82(1), 405-432.
Fernandez-Rio, J., & Morales-Sallés, P. (2020). Student-designed games in secondary education. Effects and perspectives from students and teachers. The Journal of Educational Research, 113(3), 204-212.
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.
Gagne, M. (2003). Autonomy support and need satisfaction in the motivation and well-being of gymnasts. Journal of applied sport psychology, 15(4), 372-390.
González-Cutre, D., & Sicilia, A. (2018). The importance of novelty satisfaction for multiple positive outcomes in physical education. European Physical Education Review, 25(3), 859-875.
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.
Gordon, B. (2005). An evaluation of a six month implementation of the responsibility model in a New Zealand secondary school (Unpublished doctoral dissertation). Massey University, New Zealand.
Gordon, B. (2010). An examination of the responsibility model in a New Zealand secondary. Journal of Teaching in Physical Education, 29(1), 21-37.
Goudas, M., Biddle, S., & Fox, K. (1994). Perceived locus of causality, goal orientations, and perceived competence in school physical education classes. The British Journal of Educational Psychology, 64, 453–463.
Gould, D., Voelker, D., & Blanton, J. (2012). Future developments in youth leadership research. In R. J. Schinke & S. J. Hanrahan (eds.). Sport for development, peace and social justice (pp.163-180). Morgantown, WV: Fitness Information Technology.
Hastie, P. A. (2010). Student-designed games: Strategies for promoting creativity, cooperation, and skill development. Human Kinetics.
Hastie, P. A., & André, M. H. (2012). Game appreciation through student designed games and game equipment. International Journal of Play, 1(2), 165-183.
Hastie, P. A., & Curtner-Smith, M. D. (2006). Influence of a hybrid sport education - teaching games for understanding unit on one teacher and his students. Physical Education & Sport Pedagogy, 11(1), 1-27.
Hellison, D. R. (1995). Teaching Responsibility through Physical Activity. Champaign, IL: Human Kinetics.
Hidi, S. (2000). An interest researcher's perspective: The effects of extrinsic and intrinsic factors on motivation. In Intrinsic and extrinsic motivation (pp. 309-339). Academic Press.
Kashdan, T. B., Rose, P., & Fincham, F. D. (2004). Curiosity and Exploration: Facilitating Positive Subjective Experiences and Personal Growth Opportunities. Journal of Personality Assessment, 82(3), 291-305.
Krapp, A., Hidi, S., & Renninger, K. A. (1992). Interest, learning, and development. In K. A. Renninger, S. Hidi, & A. Krapp (Eds.), The role of interest in learning and development (pp. 1-26). Hillsdale, NJ: LEA.
Lee, A. M. (2002). Promoting quality school physical education: Exploring the root of the problem. Research Quarterly for Exercise and sport, 73(2), 118-124.
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, 101-122.
Mauldon, E., & Redfern, H. B. (1969). Games teaching: A new approach for the primary school. London: Macdonald & Evans.
Metzler, M. (2017). Instructional models in physical education (3rd ed.). Scottsdale, AZ: Holcomb Hathaway.
Mouratidis, A., Michou, A., & Vassiou, A. (2017). Adolescents’ autonomous functioning and implicit theories of ability as predictors of their school achievement and week-to-week study regulation and well-being. Contemporary Educational Psychology, 48, 56-66.
Oliver, K. L., Hamzeh, M., & McCaughtry, N. (2009). Girly girls can play games/las niñas pueden jugar tambien: Co-creating a curriculum of possibilities with fifth-grade girls. Journal of Teaching in Physical Education, 28(1), 90-110.
Pannekoek, L., Piek, J.P., & Hagger, M.S. (2014). The Children’s Perceived Locus of Causality Scale for Physical Education. Journal of Teaching in Physical Education, 33, 162-185.
Reeve, J. (1989). The interest-enjoyment distinction in intrinsic motivation. Motivation and Emotion, 13, 83-103.
Riley, M. (1975). Elementary games and humanism. Journal of Physical Education and Recreation, 46(2), 46-49.
Rovecno, I., & Bandhauer, D. (1994). Child-Designed Games—Experience Changes Teachers' Conceptions. Journal of Physical Education, Recreation & Dance, 65(6), 60-63.
Ryan, R. M. & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist 55(1), 68-78.
Ryan, R. M. & Deci, E. L. (2017). Self-determination Theory: Basic Psychological Needs in Motivation, Development, and Wellness. New York: Guilford Press.
Scanlan, T. K., Simons, J. P., Carpenter, P. J., Schmidt, G. W., & Keeler, B. (1993). The sport commitment model: Measurement development for the youth–sport domain. Journal of 20 Sport & Exercise Psychology, 15(1), 16-38.
Shen, B., & Chen, A. (2006). Examining the interrelations among knowledge, interests, and learning strategies. Journal of Teaching in Physical Education, 25(2), 182-199.
Silvia, P. J. (2005). What is interesting? Exploring the appraisal structure of interest. Emotion, 5(1), 89-102.
Silvia, P. J. (2006). Exploring the psychology of interest. New York: Oxford University Press.
Silvia, P. J. (2008). Interest-The curious emotion. Current Directions in Psychology Science, 17(1), 57-60.
Sparks, C., Lonsdale, C., Dimmock, J. A., & Jackson, B. (2017). An intervention to improve teachers’ interpersonally–involving instructional practices in high school physical education: Implications for student relatedness support and in–class experiences. Journal of Sport & Exercise Psychology, 39(2), 120-133.
Spittle, M., & Byrne, K. (2009). The influence of sport education on student motivation in physical education. Physical education and sport pedagogy, 14(3), 253-266.
Trigueros, R., Álvarez, J. F., Cangas, A. J., Aguilar-Parra, J. M., Méndez-Aguado, C., Rocamora, P., & López-Liria, R. (2020). Validation of the Scale of Basic Psychological Needs towards Physical Exercise, with the Inclusion of Novelty. International Journal of Environmental Research and Public Health, 17(2), 619.
Vasconcellos, D., Parker, P. D., Hilland, T., Cinelli, R., Owen, K. B., Kapsal, N., Lee, J., Antczak, D., Ntoumanis, N., Ryan, R. M., & Lonsdale, C. (2020). Self-determination theory applied to physical education: A systematic review and meta-analysis. Journal of Educational Psychology, 112(7), 1444-1469.
Vidoni, C., & André, M. (2019). Fifth-graders’ social interactions in a student designed games unit. Early Child Development and Care, 189(6), 1004-1017.
Wright, P., & Burton, S. (2008). Implementation and outcomes of a responsibility- based physical activity program integrated into an intact high school physical education class. Journal of Teaching in Physical Education, 27(2), 138-154.