國中體育課程學習成效自評結果對運動休閒參與行為影響之研究~以台北市為例

The influences of self-evaluation score of the learning effect of junior high school students’ physical education course to the participations of sports in leisure ~ take Taipei as an example

周郁采(Yu Tsai Chou)

指導教授 ： 李晶

國立臺灣師範大學/運動與休閒學院/運動與休閒管理研究所在職碩士班/碩士(2005年)

摘要

摘要
本研究旨在探討國中生體育課學習成效自評結果與運動休閒參與行為間的影響，以台北市八、九年級國中生為研究對象，採叢集抽樣方式，選取台北市十所國中進行問卷調查。整理後得到有效問卷598份，所得資料經獨立樣本t考驗、單因子變異數分析、皮爾森積差相關分析及逐步迴歸分析後，得到以下研究結果：
體育課學習成效自評結果部分，得分最高的是運動情意；其次為運動技能；再其次為運動認知。不同性別、零用錢金額變項與體育課學習成效自評結果，無顯著差異。年級與運動認知、運動情意兩構面間達顯著差異。家庭社經地位在運動情意構面達顯著差異。台北市國中生運動休閒參與現況傾向於偶而參與。運動休閒參與項目前三名分別是 籃球、羽球、水域活動；最不常參與的項目是舞蹈。自填運動休閒參與項目前十名分別是籃球、桌球、跑步、羽球、走路、游泳、排球、騎腳踏車、棒球、跆拳道。運動休閒參與頻率方面，週間平均參與次數為1.39次，週末平均為0.51次。在運動休閒參與時間量方面，週間平均每日為0.37小時，週末平均為每日0.61小時。在運動休閒參與主要時段方面，週間主要參與時段為17：00，週末主要參與時段為16：00。運動休閒實際參與行為與體育課中是否有學過此項目達顯著差異。運動休閒實際參與高頻率組之受測者，對於體育課學習成效自評結果也較高，體育課學習成效自評結果可有效預測運動休閒實際參與行為。本研究結果將提供給體育教學人員、體育教科書編寫人員作為課程設計及教材編制上之參考。

關鍵字

體育課程學習成效 ； 運動休閒參與行為

並列摘要

Abstract
The purpose of the research was to discuss self-evaluation score of the learning effect of junior high school students’ physical education course and the participations of sports in leisure. The objects were eight, nine grades junior school students in Taipei, by cluster sampling way, selects ten schools to carry on the questionnaire survey. After deleting the invalid questionnaires, 598 copies were effective in total. The statistical analysis of the collected data contained t-test, one-way ANOVA, Scheffe’s Post Hoc Multiple Comparison and Pearson’s product moment correlation. The results were found as the following:
About self-evaluation score of the learning effect, the scores points highest was physical education affective; next was physical education psychomotor; and the last was physical education cognitive. There were not significant differences in self-evaluation score of the learning effect with different sex and the pocket money. There were significant differences in physical education cognitive and physical education affective with different grades. There were significant differences in physical education affective with family social status. In Taipei, participate in junior school student's sport recreation was tend to “sometimes”. From the research, it got the top three of leisure participation is basketball, badminton and water areas activities. Except for this, it showed the junior school students did not like to dance. The top ten of projects: basketball , table tennis , running , badminton , walks , swimming , volleyball , rides a bicycle , the baseball , tae kwon do was separately to fill out the participations of sports in leisure questionnaires by oneself.
The sports leisure participation frequency aspect, the average participation 1.39times/week, weekend equally was 0.51. In sports leisure participation the aspect, equally was 0.37 hour/weekday, weekend average was 0.61 hour. In the main time of sports leisure participation, the main participation time was 17: 00 in weekdays, and the main participation time was 16: 00 in weekend. Actually, it showed difference in sports leisure participation behavior and physical education course whether had studies this project or not. The sports leisure actual participation high-frequency group measuring, from comments the result regarding the physical education study result to be also higher, the physical education study result from self-evaluation score to be possible effectively to forecast the sports leisure actual participation behavior.
Finally, the result will provide for the sports teaching personnel and the sports textbook compile the personnel to reference in the curriculum design and the teaching material establishment.

並列關鍵字

the learning effect of physical education course ； Participations of sports in leisure