體育課教學品質、體育課學習滿意度及運動行為意向

A Study on Instructional Quality of Physical Education, Learning Satisfaction of Physical Education and Exercise Behavior Intention:

葉明勳

指導教授 ： 闕月清

國立臺灣師範大學/運動與休閒學院/體育學系在職進修碩士班/碩士(2005年)

摘要

本研究旨在瞭解臺北市公立高中學生課餘時之運動行為，並探討體育課教學品質、體育課學習滿意度及運動行為意向等變項之間的關係。本研究採問卷調查法，以研究者自編之「體育課教學品質調查問卷」為研究工具，並以94學年度就讀於臺北市各公立高中之學生為研究對象。問卷調查所得資料以描述統計、t考驗、單因子變異數分析、皮爾森積差相關及多元迴歸分析等統計方法進行資料分析。本研究結果發現：（一）臺北市公立高中學生中有31.9%的學生具有規律運動習慣。（二）學生對體育課教學品質之整體知覺接近「好」的程度。其對體育課教學品質的知覺會因「性別」及「體育成績」的不同而有差異，但是並不會因「年級」的不同而有差異。（三）學生之體育課學習滿意度介於「普通」到「好」之間。其體育課學習滿意度會因「體育成績」的不同而有差異，但是並不會因「性別」及「年級」的不同而有差異。（四）學生之運動行為意向介於「沒意見」到「同意」之間。其運動行為意向會因「性別」及「體育成績」的不同而有差異，但是並不會因「年級」的不同而有差異。（五）體育課教學品質及體育課學習滿意度對運動行為意向皆具有直接正向的影響力。另外，體育課教學品質亦可透過體育課學習滿意度間接影響運動行為意向。

關鍵字

體育課教學品質 ； 體育課學習滿意度 ； 運動行為意向

並列摘要

The current study aimed to investigate the after-school exercise behavior of public senior high school students in Taipei. The study also intended to explore the relations among the variables of instructional quality of physical education, the learning satisfaction of physical education, and the exercise behavior intention. A self-designed questionnaire of Instructional Quality of Physical Education was used to investigate the public senior high school students in Taipei. The data were analyzed via descriptive statistics, t-test, one-way ANOVA, Pearson’s product-moment correlation, and multiple regression analysis. The results of the study were listed as follows: (1) 31.9% of the students of public senior high schools in Taipei had regular exercise. (2) The students’ total awareness of the instructional quality of physical education was close to the degree of “good”. Their awareness of the instructional quality of physical education varied because of the differences in “gender” and “achievement of physical education”, but not because of the difference in “grade”. (3) The students’ learning satisfaction of physical education was between “ordinary” and “good”. The degrees of learning satisfaction of physical education varied because of the differences in “achievement of physical education”, but not because of the difference in “gender” and “grade”. (4) The students’ exercise behavior intention was between “no comment” and “agree”. The exercise behavior intention varied because of the differences in “gender” and “achievement of physical education”, but not because of the difference in “grade”. (5) The effects of the instructional quality of physical education and the learning satisfaction of physical education on exercise behavior intention were positive. Besides, the instructional quality of physical education could affect exercise behavior intention indirectly via the learning satisfaction of physical education.

並列關鍵字

instructional quality of physical education ； learning satisfaction of physical education ； exercise behavior intention

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