国台东大学体育学系

This study aimed to discuss the different effects of Mosston practice style teaching and teaching games for understanding(TGfU) on the cognitive performance, objective skills, and competition performances(decision making, skill execution, and support) of elementary school fifth graders, and further compare the retention effect of the two teaching methods on objective skills and competition performance. The participant were two fifth grade classes, each with 27 students, of an elementary school in Taitung County. Each class received 10 lessons of basketball teaching based on the practice style teaching and TGfU. Pre-test, post-test, and postponed-test were conducted on cognitive test, objective skills test, and competition performance evaluations. The data were analyzed with independent t-test, one-way ANOVA, and repeated measure t-test. The results were as follows: (1) After practice style teaching, students of different genders did not show significant difference on cognitive performance, objective skills, decision making, and skill execution. However, the competition performance and support of male students was better than that of female students. (2) After TGfU, students of different genders did not show significant difference on cognitive performance, objective skills, and skill execution. However, the competition performance, decision making, and support of male students was better than that of female students. (3) The cognitive performance, competition performance, decision making, and support showed significant difference after different teaching methods. The performance after TGfU was better than that after practice style teaching. The objective skills also showed significant difference, namely, the objective skills after practice style teaching were better than those after TGfU. (4) After practice style teaching, the objective skills and support showed retention effect, and competition performance, decision making, and skill execution showed no retention effect. After TGfU, both objective skills, competition performance, decision making, and support showed retention effects. The findings can be provides as suggestions to the physical education courses of schools, and references to future studies.

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文档语言：	Simplified Chinese
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文档作者：	schisto
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