以Tyler Model探討分析台灣地區大學院校運動管理課程發展現況及未來趨勢

The Study of the Development and Future Trend of Sport Management Curriculum by Applying Tyler Model

呂謙(Chien Lu) ； 呂銀益(Ying-Yi Lu)

《臺灣體育運動管理學報》 1期 (2002/05) Pp. 74-91

https://doi.org/10.6547/tassm.2002.0005

摘要

泰勒模式(The Tyler Model)以學生需求（教育、職業、生理、心理、休閒等方面）、社會層面（家庭、宗教、消費、角色扮演等方面）、課程專業（教師、課程設計者）為主，從哲學教育及心理學習著手，完成精確的課程傳授目標。
本研究依泰勒模式及研究目的設計台灣地區大學院校運動管理課程發展現況問卷，採用分層不等機率抽樣法進行抽樣，樣本數訂為550人，針對課程專業、社會層面及學生需求方面進行調查，最大抽樣誤差為±4.2%。所得資料使用因素分析，辨別代表資料結構的幾個因素，達到資料構面縮減的目的。並施以觀察值加權處理，以數字、百分比和標準差表達結果，利用單因子變異數(One-Way AN○VA)分析，了解各學程是否和課程專業、社會層面、及學生需求方面不同而改變，a檢定數值為0.05進行統計考驗。學程分析發現：
一、課程專業、社會層面及學生需求方面均認為運動管理從業者必備的因素為行政法規、運動指導法、運動社會心理學、運動人際關係、企業服務管理、產業管理、經紀代理、管理規劃、行銷管理、活動企劃、經營與推廣、統計能力、球類技術與肢體技能。
二、課程專業及社會層面對行政法規、運動指導法、運動社會心理學、運動人際關係、企業服務管理、產業管理、經紀代理、管理規劃、行銷管理、活動企劃、經營與推廣、統計能力及球類技術這些課程均認為相當重要，而學生需求方面則意見不一，達到顯著差異。
三、課程專業、學生需求方面及社會層面對肢體技能均一致認為重要，沒有顯著差異。
四、未來各學程發展之參考（一）運動理論學程：運動公共關係、運動人際關係理論與實際、運動心理學、國際體育運動組織與現勢、運動組織與行政、運動社會學。
（二）管理學程：管理學、行銷研究、行銷管理學、企業管理學、資訊管理學、人力資源管理學。
（三）運動管理學程：運動管理學、運動行銷學、運動管理實習、俱樂部經營管理、運動經紀與代理、運動競賽管理。
（四）全面應用學程：運動大眾傳播學、運動與休閒活動企劃、運動事業經營實習、電腦軟體運用、體適能活動設計學、運動事業市場分析。
（五）運動技術學程：籃球、高爾夫球、游泳、網球、排球、羽球。

並列摘要

The Tyler Model is mainly basis of students needs (education, profession, physiology, psychology, leisure), society value (family, religion, consumption, role play) and subject specialists (teachers, curriculum designers) and focus on philosophy learning and psychological study in order to achieve curriculum objective precisely.
The questionnaire of the current curriculum development of sport management in universities in Taiwan was designed based on the Tyler Model and the purpose of study. 550 subjects including subject specialists, society, and students were selected by the clustered sampling without a random start. The sampling error is ± 4.2%, Factor analysis was used for components as a variable reducing scheme, also, weight cases applied on the professional differences, and the results were presented with frequency, percentage, and standard deviation. One-Way ANOVA utilized to understand if curriculum professionals, society, and students Tyler Model have the significances among the courses, α=0.05.
The findings confirmed that:
1. Subject specialists, society value and students needs all indicated the factors a person in sport management business and industry must possess sport law and administration regulation, teaching and instruction of sport, sport social-psychology, sport public relationships, service management, business management, agent service, planning, marketing, promotion, statistics, exercise technique and body skill,
2. Subject specialists and society value both believe that sports law and administration regulation, teaching and instruction of sports, sports social-psychology, sports public relationships, service management, business management, agent service, planning, marketing, promotion, statistics, exercise technique and body skill related courses are extremely important; however, students needs express opposite opinions. There are significant differences among them.
3. There is no significant difference among subject specialists, society value and students needs regarding body skill.