1. 自我介紹 Self introduction Li-Chuan Shieh 1 Graduate Institute of Sports Training Doctoral Degree Programs, University of Taipei Taiwan R.O.C.

2. The effects of game-based teaching program on hand-eye coordination and attention of novice wheelchair tennis participants Li-Chuan Shieh 1 1.Graduate Institute of Sports Training Doctoral Degree Programs, University of Taipei Chia-Yi Lu 2, Wen-Yi Wang 3 2.3.Graduate Institute of Sport Pedagogy, University of Taipei

3. 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.

4. 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.

5. Introduction-2 Game Based Teaching Model

6. 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).

7. Game Based Teaching

9. Method s1  This research adopted the quasi-experimental design with signal sample group of novice wheelchair tennis participants

10. Methods2 Participants N=13 Average age ±47.75 Three month of game-based tennis instruction Pre- and post- “Stroop Interference Test”

11. 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 attention data.

12. 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 - baseline.

13. 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

14. 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 naming the color of the first set of words is easier and quicker than the second.

15. 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 noticeably reduced.

16. Stroop effect  A low percentile rank may reflect a failure to understand the instructions or poor motivation in this part of the test.

17. Measures &Data Analysis  Descriptive statistics  t-test  Percentile rank （ PR ）百分等級

18. 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).

19. 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 ability were better than before.

20. Thank you for listening