運動參與習性對體育課程功能認知情形之研究

本研究主要目的在於瞭解學生的運動參與習性對體育課程功能之認知情形，根據實際調查所得資料，以獨立樣本t考驗、單因子變異數分析及薛費法事後比較等統計分析方法處理，結果發現，全體受試學生對體育課程具有之功能的認知程度排序，由高至低為：【滿足情感需求】因素功能、【改善心理素質】因素功能、【促進生理機能】因素功能、【提昇社會適能】因素功能；而其認知程度均趨近於同意的程度。至於，男學生對體育課程各項因素功能的認知情形皆顯著高於女學生；而五專部學生除了【促進生理機能】因素功能，在其它三個因素功能的認知上皆顯著高於大學部學生。另外，不同的運動參與習性對體育課程之四個因素功能的認知情形為：每週運動兩次或以上者、每次運動超過60分鐘以上者、經常參與學校體育運動競賽者，皆幾近乎或達到同意以上的認知程度；而在認知差異情形是呈現：每週運動次數較多的學生皆顯著高於次數較少者，而每次運動時數較多的學生皆顯著高於較少者，至於經常參與學校體育運動競賽的學生皆顯著高於少參與者。

關鍵字

體育；課程；功能

並列摘要

This main purpose of this study is to understand that students participate habits in sports of Physical Education Course functions of cognition situation, The data obtained were processed with Independent Sample t-Test, one-way ANOVA, and Scheff'e test were utilized for data analysis. The findings are as the following, the cognition sequencing of all students from high to low: ”satisfied emotion demand”, ”improve psychological quality”, ”promote physiological ability”, ”promote social adaptive capacity”, and the cognitive degree is near agreeing. And the situation of boy student cognition of every factor function of Physical Education Course is all higher than the girl student, and college student except ”promote physiological ability” factor function, the cognition in other three factor functions is all higher than the university student. In addition, the difference situation of cognition of four factor functions of Physical Education Course of different participation habits in sports is appearing: two times or more sports of every week, each sport exceeds 60 minutes, often participate in the sports contest of the school, all near or reach agree to the cognitive degree. In the cognitive difference situation: the more one is apparent higher than the less one in times of sport of every week and in each sport time and in participate in the sports contest of the school.