體育課情境中「個人與社會責任」內涵之探索：更新與擴展

緒論：透過體育課活動塑造學生正向品格發展是體育從業人員的理想，Hellison在1995年提出個人與社會責任（teaching personal and social responsibility, TPSR）模式的教育課程，受到世界各國教育者的認同。本研究延續李一聖等（2020）與徐偉庭等（2012）學者的本土TPSR研究，探索大學生對於體育課情境個人與社會責任的概念內涵。方法：採用質性的研究方法，以12位選修羽球課的大學生為研究對象進行一對一深入訪談，並邀請10位體育專家與從業人員進行焦點團體訪談，訪談資料以紮根理論的途徑來建構。結果：總計產生202個一階主題，進一步歸納為10個類別和2個次概念。二個次概念分別是個人責任和社會責任。整體而言，被研究對象對於體育課情境個人和社會責任的概念大抵類似Hellison理論模式，以及和本土學者研究。但本研究發現過去研究從未出現的TPSR內涵值得注意。包括，情緒智慧和妥善使用社群媒體；其中，妥善使用社群媒體是當今資訊和科技快速發展的時代產物。結論：體育課TPSR課程的介入不但要因應時代變遷來制定學生責任行為標準，我們也建議未來研究可以進一步驗證大學生個人與社會責任知覺與個人幸福感、自我效能、與正面品格發展等構念之間的關係和影響。

關鍵字

紮根理論；社會與情緒發展；自我效能；正向品格發展

並列摘要

It is an ideal concept for physical educators to build students' character through physical education classes. Don Hellison is one of the leading scholars in moral education in the physical education contexts. In, 1995, he proposed a Teaching Personal and Social Responsibility (TPSR) model and received intensive attention by the researchers. Despite this development, there are few research focused on college students' TPSR in Taiwan. Most studies concentrated on level of TPSR, and less touched on students' self-moral perception. In addition, facing to this fast development of internet, how information technology influences students' moral perception remained unknown. Therefore, the purpose of this study was to adopt Hellison's TPSR model and examine how students perceived their personal and social responsibilities in physical education. Methods: By using qualitative approach, we recruited 12 students participated in badminton class in a university by one-to-one in-depth interview. In addition, we invited 10 physical educators in universities to conduct a focus-group interview. All interviews have been recorded and transcribed into verbatim. Moreover, a grounded theory approach was used to analyze raw data. Results: Totally, there were 202 first-order themes have been found. Further, we used axial coding and identified 10 second-order themes and 2 higher categories. Two higher-order themes were personal and social responsibility. We found emotional intelligence and social media were new themes in TPSR model. Conclusion: To achieve better physical education, we suggested future study should not only examine the constructs of TPSR model but also to validate how the relationship between TPSR and students' wellbeing, self-efficacy, and positive psychosocial development.

並列關鍵字

grounded theory ； social and emotional learning ； self-efficacy ； positive development

參考文獻

李一聖、郭姿伶、周宏室、潘義祥 (2020)。大學生體育課個人與社會責任量表之建構與驗證。大專體育學刊，22(3)，205-221。https://dx.doi.org/10.5297/ser.202009_22(3).0002 [Lee, I.-S., Kuo, T.-L., Chou, H.-S., & Pan, Y.-H. (2020). Sports & Exercise Research, 22(3), 205-221.]

林靜萍、丁立宇 (2013)。體育課中發展品格個人與社會責任模式。中等教育，64(2)，157-177。https://dx.doi.org/10.6249/SE. 2013.64.2.09 [Lin, C.-P., & Ting, L.-Y. (2013). Develop character in physical education-personal and social responsibility model. Secondary Education, 64(2), 157-177.]

周宏室、徐偉庭 (2012)。個人與社會責任課程模式之探究。中華體育季刊，26(1)，101-108。https://dx.doi.org/10.6223/qcpe.2601. 201203.2012 [Chou, H.-S., & Hsu, W.-T. (2012) The inquiry of teaching personal and social responsibility curriculum model. Quarterly of Chinese Physical Education, 26(1), 01-108.]

徐偉庭、周宏室、陳文長 (2012)。中學生體育課責任概念之探究。課程與教學，15(3)，165-180。https://dx.doi.org/10.6384/CIQ. 201207.0165 [Hsu, W.-T., Chou, H.-S., & Chen, W.-C. (2012) The concept of responsibility of high school students in physical education. Curriculum and Instruction Quarterly, 15(3), 165-180.]

徐偉庭、周宏室、潘義祥 (2014)。以自我決定理論為架構檢驗體育課學生的責任行為。體育學報，47(3)，425-436。https://doi:10.6222/pej.4703.201409.1008 [Hsu, W.-T., Chou, H.-S., & Pan, Y.-H. (2014). A self-determination approach to the understanding of student responsibility behavior in physical education. Physical Education Journal, 47(3), 425-436.]

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