臺灣師範校院學生體育課程滿意度、休閒運動態度與休閒運動參與之研究

本研究旨在瞭解師範校院學生之體育課程滿意度、休閒運動態度與休閒運動參與的現況；比較不同人口統計變項之學生對體育課程滿意度與休閒運動態度的差異情形；分析學生之體育課程滿意度與休閒運動態度間的相關情形；探討學生之體育課程滿意度與休閒運動態度對休閒運動參與之預測程度。本研究以臺灣地區三所師範大學與三所教育大學為研究範圍，依據各校學生數在六所學校總人數的相對比例，透過「體育課程滿意度、休閒運動態度與休閒運動參與調查問卷」為研究工具，進行問卷調查法，採用分層叢集隨機抽樣的方式，研究對象共有效抽取1,831位學生，所得資料再以描述統計、獨立樣本t考驗、單因子多變量變異數分析、典型相關與邏輯斯迴歸等統計分析方法進行分析，所得結論如下：一、師範校院學生對體育課程滿意度之整體評價持滿意的態度水準；休閒運動態度之整體評價持偏向同意的態度水準；休閒運動參與現況則以同學（朋友）獲得休閒運動的訊息，並以輕鬆的運動強度，平均每週2次、每次91-120分鐘，於晚上的時間 (19點-24點)，透過慢跑參與休閒運動為主要特徵。二、不同性別、年級、每週休閒運動次數、每次休閒運動時間、每次休閒運動強度，以及每次休閒運動時段之師範校院學生，對體育課程滿意度與休閒運動態度具有顯著差異情形。三、師範校院學生之體育課程滿意度與休閒運動態度間具有五個典型因素存在，其主要由體育課程滿意度的學習效果構面因素，經由第一典型因素而影響休閒運動態度整體構面因素。四、師範校院學生之體育課程滿意度與休閒運動態度對休閒運動參與，具有顯著性影響關係存在，尤以體育課程滿意度的學習效果構面因素 (勝數比2.16)，以及休閒運動態度的行為傾向構面因素 (勝數比1.57)，對休閒運動參與具有正向影響力。基於上述結論，針對教師能力、課程內容、教學策略、硬體設施、教學行政、選修喜好、課程評量、學習成效與策略聯盟提出九點實務性建議；另外，針對研究變項、研究方法與研究對象部分，提出三點後續研究的建議，以期臺灣大學生休閒運動參與的情形能夠有效提升。

關鍵字

體育課程滿意度；休閒運動態度；休閒運動參與；典型相關；邏輯斯迴歸

並列摘要

The purpose of this study was to discuss the present situation of physical education course satisfaction, leisure sports attitude, and leisure sports participation in the normal university students, and compared the relationships between three aspects under different population variables. This study sampled 1,831 subjects who surveyed by Stratified Sampling from three normal universities and three universities of education as research scope. A self-designed questionnaire was used to survey the physical education course satisfaction, leisure sports attitude, and leisure sports participation on students. The data will be analyzing by descriptive statistics, one-way MANOVA, canonical correlation analysis, and logistic regression. The conclusions were as follows: 1.Students presented overall satisfaction attitude level by evaluated the physical education course satisfaction; Students presented overall agreement attitude level by evaluated the leisure sports attitude; Students’ mainly characteristic on leisure sports participation were obtained the leisure sports information by classmates and friends, used jogging for participating leisure sports under relaxed exercise intensity on 19:00- 24:00 (average two times per week, 91 min. - 120 min. per each time). 2.The gender, grade, participated leisure sports frequency per week, participated leisure sports time per each one time, participated leisure sports intensity per each one time, and participated leisure sports period per each one time, would affect students evaluated significant differences on variables of the physical education course satisfaction and the leisure sports attitude. 3.The variables of the physical education course satisfaction and the leisure sports attitude had five canonical correlation factors. The highly correlated was the learning effect dimension of the physical education course satisfaction which effected the total dimensions of the leisure sports attitude via first canonical correlation facor. 4.The physical education course satisfaction and the leisure sports attitude significantly influenced leisure sports participation; specifically, the learning effect dimension of the physical education course satisfaction (odds ratio 2.16), and the behavioral tendency dimension of leisure sports attitude (odds ratio 1.57) had the positive influence on leisure sports participation. Based on the results of this study, nine practicality suggestions could be made on the dimensions of teacher ability, course content, teaching stategy, hardware facilities, theaching administration, elective preferences, course evaluation, learning effectiveness, and strategic alliance; three follow up research suggestions could be made on the parts of research variables, research methods, and research object, expectted to promote the situation of leisure sports participation on the normal university students.