目的：本研究之主要目的在探討合作學習、影片討論與傳統教學三種不同教學策略對大專校院籃球選修課程之學生，在籃球策略認知與學習動機的差異情形。方法：本研究係以桃園縣某所大專校院三年級，三個班級，共195名選修籃球課學生爲研究對象，以班級型態進行實驗教學，設影片討論實驗組一班、合作學習實驗組各一班及一班傳統教學控制組。參與研究之對象係經受試者簽署同意書進行實驗研究，影片討論實驗組64位學生，其中男生41位，女生23位，施以影片教學討論方案；合作學習實驗組65位學生，其中男生46位，女生19位，施以合作學習方案；控制組66位學生，其中男生48位，女生18位，實施傳統體育課程之教學。本實驗教學每週兩節課，每節50分鐘，共安排12週教學實驗介入。以籃球策略認知量表與學習動機量表爲本研究之工具，所得之資料以共變數分析、單因子變異數分析及t檢定等方法進行分析。結果：一、合作學習組之學生在籃球策略認知得分顯著優於影片討論組與傳統教學組(F=12.10, p<.05)。二、合作學習組之學生在經實驗處理後，學習動機得分顯著優於影片討論組與傳統教學組(F=9.91, p<0.5)。結果：本研究驗證合作學習教學設計，能有效提升大專校院學生對於籃球選修課程之學習動機與籃球策略認知的能力。

Purpose: The purpose of this study is to discuss how the following three teaching strategies: cooperative learning, video discussion and traditional teaching strategies, influence the differences of the perception in basketball strategies and learning motivation of the students who take the elective basketball course. Method: Three classes with one hundred and ninety-five junior students were participated in this study from a college in Taoyuan. We took per class as a group, proceeded with the experimental teaching and categorized the three groups into videos discussion experiment, cooperative learning experiment, and traditional teaching. The participants have signed the agreements before they involved in this experiment. Sixty-four students were in video discussion experiment group, forty-one males and twenty-three females included, and received the scheme of video teaching and discussion. Sixty-five students were in cooperative learning experiment group, forty-six males and nineteen females included, and received the scheme of cooperative learning. Sixty-six students were in control group, forty-eight males and eighteen females included, and received traditional teaching strategy of physical education (PE). There were totally twelve weeks of teaching experimental involvement, two classes per week and fifty minutes per class. The basketball strategy perception scale and learning motivation scale were the tools of this study and we analyzed the data with ANCOVA, one way ANOVA and t-test. Result: a).The students in cooperative learning group had significantly better grades than those in video discussion and traditional teaching groups (F=12.10, p<0.5) on basketball strategy perception; b). After the experimental processing, the students in cooperative learning group had significantly better grades than those in video discussion and traditional teaching (F=9.91, p<0.5). Conclusion: This study proves that the design of cooperative learning and learning can effectively enhance the learning motivation and basketball strategy perception of students who take elective basketball courses.