HKIER

Abstract

At present, many P.E. teachers in Hong Kong adopt the skill-based approach to teach their children. Numerous drawbacks to this approach have been identified. To cite a few: children know very little about the games; they achieve little success in the games, and they lack cognitive training (Bunker and Thorpe, 1986). The purpose of this study is to invite all P.E. teachers to re-consider their current teaching approach for games. In 1982, an innovating approach for games teaching, Teaching for Understanding, was initiated by Thorpe and Bunker, both P.E. lecturers at the Loughborough University of Technology in England. The emphasis shifts from skill-based to tactical consideration in a game. The concept of space, attack and defence bases are introduced. Through this approach, children achieve a new level of skillful performance at his or her own ability. They learn how to make decisions based upon tactical awareness, and they retain their interest and involvement in the game. Following this initiative, many P.E. professionals in England reacted actively and positively by contributing papers, articles and organizing projects and workshops to supplement and support this innovation. Today, this approach is widely accepted throughout the world such as U.S.A., Australia and New Zealand. It is high time, I think, for P.E. teachers in Hong Kong to consider and adopt this new approach.

摘要

目前，香港大部份體育教師都採用「技巧教學法」去教導學生球類課，此教學法已被指出有很多弊處，例如：學生對球類遊戲的進行認識不足，他們很少機會獲得成功感及欠缺了思考的訓練（賓嘉及霍普，1986）。本文寫氖的目的是誠意邀請所有體育教師去反思他們目前採用的球類教學法。一九八二年，英國洛夫堡科技大學兩位體育講師賓嘉穴和霍普提倡一種新球類教學法──「領會教學法」，將以技巧為主的球類教學轉移至戰術意識的學習為重點，也介紹了空間運用、進攻及防守的觀念。透過這種教學法，學生能根據自己的運動能力去學習而提昇到一個新的熟練技巧水平，他們利用戰術意識學習怎樣作出抉擇，保留對遊戲的興趣及參與。依隨此新路向，英國很多體育專業人仕的反應十分踴躍並表示支持，紛紛撰寫文章，安排工作坊來響應。時至今日，這種教學法己被世界多個國家採用，例如美國、澳洲及紐西蘭。本人認為，讓香港的體育教師都加入考慮及積極採用此新教學法，現在是適當的時機。