慢跑課程對國小低年級學童心理堅韌性之影響

A Study on the Effects of Jogging Curriculum on the Mental Toughness among Low-Grade Students in Elementary School

陳碧華(Pih-Hwa Chen) ； 林如瀚(Ju-Han Lin) ； 陳錦隆(Chin-Jung Chen)

《臺東大學體育學報》 15期 (2011/12) Pp. 53-67

https://doi.org/10.29874/JPENTU.201112.0004

摘要

本研究為一應用型研究，目的在探討實施慢跑課程設計於增進國小低年級學童心理堅韌性之效果。研究參與對象為體育教師1位及其原授課班級2班，每班32人共64位學生。控制組實施跑步技術與體能訓練課程；實驗組除跑步與體能訓練外亦實施心理堅韌性課程，操弄積極奮鬥、目標設定、自信心、競爭壓力四個因素，兩項課程共進行6週30節課。實驗前後，以特質心理堅韌性量表及狀態心理堅韌性量表進行心理堅韌性測量，蒐集到的資料採混合設計二因子變異數與單因子共變數分析，分析前後測驗與不同因素間的差異，顯著水準α定為.05。研究結果發現，特質運動心理堅韌性方面：教學後，實驗組與控制組學童，在特質與狀態運動心理堅韌性皆達顯著差異，且實驗組學童在教學後，特質與狀態運動心理堅韌性皆有明顯的進步。在四種操弄因素方面，教學後實驗組的積極奮鬥、競爭壓力、目標設定、自信心四種能力，有顯著的進步，依效果由高到低為目標設定、積極奮鬥、自信心、競爭壓力之課程設計內容。因此慢跑運動有助於強化學童心理堅韌性，且透過適當設計的心理堅韌性課程教學，學童的心理堅韌性會更加進步，並能達到提高做決定的能力、解決困難的能力、處理問題的積極態度、專注力、自信心、壓力控制和紓解的教學目標。

關鍵字

心理處置 ； 心理技能訓練 ； 不同課程

並列摘要

This research aimed to explore the effects of the implementation of different curriculum designs in strengthening the mental toughness among low-grade students in elementary school. Methods: The participants and subjects of this research were one physical education teacher and his two classes that included 64 students, 32 students each class. We manipulated following four factors: activeness and striving, the setting of goal, self-confidence and the pressure of competition. Through practical teaching, we implemented 30 classes of mental toughness for sport in experimental group and of jogs the technology and the physical ability training in control group. With specialty mental toughness for sport and state mental toughness for sport, we implemented six classes of pre-test and post-test. The data collected was analyzed by two-way ANOVA and one-way MANCOVA. Results: The findings were: on the trait and state mental toughness for sport: after teaching, the students of both experimental group and control group had significant progress whereas the experimental group were significantly higher than that of control group. On four manipulated factors: after teaching, activeness and striving, the setting of goal, self-confidence and the pressure of competition of students of experimental group showed significant progress. The effects of curriculum designs were arranged in order from high to low as follows: the setting of goal, activeness and striving, self-confidence and the pressure of competition. Conclusion: Therefore we might know that students' mental toughness had significant progress by teaching the curriculum of mental toughness. They could achieve the enhancement of decision-making ability, positive attitude of problem-solving, concentration, self-confidence, and also could promote the teaching goal of pressure control and pressure-relieving.

並列關鍵字

interventions ； psychological skills training ； different curriculum

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