Educational Research Journal

Games Teaching: Changed or Unchanged?

1997.第12卷第1期(Vol. 12 No. 1).pp. 30–35

Games Teaching: Changed or Unchanged?

Raymond Yuk-Kwong LIU(廖玉光)


The Teaching for Understanding Movement is an innovation in games teaching and was first introduced by Bunker and Thorpe at Loughborough University of Technology in 1982. The main focus of this approach is on the understanding of the games and the development of the cognitive experiences through teaching of tactical awareness. Obviously, it is different from the skill-based approach which stresses the learning of skills and techniques. Over the past ten years, the innovation has been gradually disseminated in U.S.A., Australia and New Zealand. The studies on the effectiveness of this approach generally reported that this is a new direction on games teaching (Booth, 1983; Stoddart, 1985; Lawton, 1989). At present, many PE teachers in Hong Kong still adopt the skill-based approach in games teaching. Therefore the introduction of the Teaching for Understanding approach to Hong Kong should be a completely new and challenging movement. In order to provide a more reflective climate for the teaching of games in Hong Kong, and if appropriate, to start the process of introducing a different approach, a survey was conducted to find out the teaching approach or approaches PE teachers used during games lessons; how they felt and if they accepted this change.


「領會教學法」是球類教學中的一個新路向。在1982年,這方法首先由英國洛夫堡科技大學兩位講師──賓嘉(Bunker)及霍普(Thorpe)所提倡,其重點是教導學生明白該球類項目如何進行及透過教導戰術而發展學生認知的體驗。這些重點明顯地與「技巧教學法」中強調技巧學習有所不同。經過十多年的推廣介紹,歐美及澳紐各地也深受影響,其間有很多研究報告指出這個方法的優點,並被推崇為球類教學中的一個新路向。目前,香港大部份的體育教師仍採用「技巧教學法」教導球類課,因此引入此方法是一項新挑戰。為了提供多一種球類教學法給香港體育教師採用,本調查的目的是希望了解教師目前教導球類課的狀況,及對「領會教學法」 新路向的看法。