大學生之體育課程期望、樂趣及滿意度

Expectations, funs and satisfactions for Physical Education Curriculum (P.E.C.) of university students in Meiho University

劉兆達(Jau-Da Liu) ； 吳海助(Hai-Chu Wu) ； 張富鈞(Fu-Chun Chang)

《運動與遊憩研究》 9卷4期 (2015/06) Pp. 100-115

https://doi.org/10.29423/JSRR.201506_9(4).0007

摘要

目的：一、瞭解大學生對體育課程之期望；二、探討大學生體育課程樂趣對滿意度的預測情形。對象為某科技大學之四技一、二年級學生753人，方法：問卷調查法，工具為大學生體育課程期望、樂趣及滿意度量表，資料分析為描述性統計、皮爾森積差相關、簡單直線迴歸等。結果：一、大學生之體育課程期望，超過半數以上學生不希望實施體適能檢測，體育課程時段為7－8節及3－4節，興趣選項體育課程應開設於第一年，興趣選項之第一考量因素為興趣，運動項目開設應以羽球、撞球、射箭、游泳及籃球為優先。二、大學生之體育課程樂趣，以非成就－外在樂趣及成就－內在樂趣為主，體育課程滿意度以教師教學及同儕關係之滿意度較高。此外，大學生體育課程整體樂趣及各分量表能有效預測整體滿意度。結論：體育課程開設應符合學生的期望，興趣選項應於一年級開始，且所開設之運動項目以羽球、撞球、射箭、游泳及籃球為優先。此外，學校應盡快改善學校運動場地、增加器材設備數量、簡化體育行政流程等，以提高體育課程滿意度。

關鍵字

修課意願 ； 運動享受 ； 運動

並列摘要

Purpose: to understand the expectations for P.E.C. of university students, and to find factors from funs predicting the satisfactions. The subjects were 753 students in the 1st and 2ed grades at Meiho University. Method: the questionnaires, the Scale for Expectations, Funs, and Satisfactions for P. E.C., were used. Those data were analyzed by descriptive statistic, Pearson correlation, and simple regressions. The results were as in the following: 1) the expectations for P.E.C. were that over half university students don't want to implement the physical fitness test, the periods for P.E. were 3rd to 4th and 7th to 8th lessons, interest options for P.E.C. should be begin in the first year, the first factor for selecting P.E.C. was the interest, and expecting sports for P.E.C. of them were badminton, billiards, archery, swimming and basketball. 2) The fun facotors for P.E.C. of the university students were the non-achievement extrinsic (NAE) and achievement intrinsic (AE) which had the highest scores. In addition, the satisfactory factors for P.E.C. of them were teacher instruction and peer relationships which had the highest scores. Furthermore, the satisfactions for P.E.C. were significantly predicted by the whole fun, and other factors, as non-achievement extrinsic (NAE), non-achievement intrinsic (NAI), achievement extrinsic (AE), and achievement intrinsic (AI). In conclusion, the programs for P.E.C. needed to accord the expectation for university students. It advised that interest options for P.E.C. should be begin in the first year, and the sports for P.E.C. needed to offer the badminton, billiards, archery, swimming, and basketball as a priority in the future. Furthermore, the university should to improve the sport field, to increase the numbers of equipment, and to simplify the process of sport administration to enhance the satisfactions for P.E.C..

並列關鍵字

course taking ； sport enjoyment ； sport

參考文獻

李文益、陳智仁(2008)。萬能科技大學日間部學生對體育課程的期望與滿意度之調查研究。萬能學報。30，71-86。

李坤培、胡林煥、余育蘋、陳志一、曾郁嫻(2012)。國立台灣大學學生體育課程目標認知與學生學習滿意度之研究。臺大體育學報。23，55-63。

林保源、洪大程、吳榮文(2011)。臺灣地區大專校院學生體育課修習意願與滿意度之研究。休閒運動保健學報。2，12-29。

徐美香、林章榜(2013)。高中學生知覺體育課樂趣量表中文化與信度效度檢驗。臺中科大體育學刊。9，133-150。

張家銘、陳正專(2010)。南投地區國小學童體育課運動樂趣及學習滿意度之相關研究。運動休閒餐旅研究。5(2)，141-157。