The Effects of game-based teaching program on hand-eye coordination and attention of novice wheelchair tennis participants

自我介紹

Self introduction

Graduate Institute of Sports Training Doctoral Degree Programs,

University of Taipei Taiwan R.O.C.

The effects of game-based teaching

program on hand-eye coordination

and attention of novice wheelchair

tennis participants

Li-Chuan Shieh1

1.Graduate Institute of Sports Training Doctoral Degree Programs, University of Taipei

Chia-Yi Lu2, Wen-Yi Wang3

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.

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. 

Introduction-2

Game Based Teaching

Model

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).

Game Based

Teaching

Method

s1

 This research adopted the

quasi-experimental design with

signal sample group of novice wheelchair tennis participants

Methods2

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

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

Stroop Interference Test

(STROOP) 史楚普叫色測驗

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}

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 namin

g the color of the first set of words

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

Stroop effect

 A low percentile rank may reflect a failure to understand the instructions or poor

Measures

&Data Analysis

 Descriptive statistics  t-test

Results

(1) In the pre-post (t(11)= -.529, p>.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<.05).

Discussion

 Their Post-test scores were faster

than pre-test.

 It’s mean that after intervention of the

game-based teaching program, all of their Hand-eye coordination and attention

Thank you for

listening