體育課賦權與削權動機氣候對國中生運動樂趣之研究

摘要探討不同國中生人口背景構面、體育教師賦、削權動機氣候、體育課樂趣之相關。(一)統計國中體育課賦、削權氣候現況。(二)統計國中體育課樂趣現況。(三)國中生體育課賦、削權氣候預測體育課運動樂趣的主要效果。資料處理：對象為110學年度高雄市國中普通班64,368名學生，取樣618名。Google表單問卷調查「賦、削權氣候」及「體育課運動樂趣」量表，採描述性統計、ANOVA、T-test，與皮爾遜積差相關、逐步多元迴歸處理。結果：(一)學校區域在工作涉入、社會支持，有顯著差異。不同性別在削權，有顯著差異。(二)不同性別在成就內、外在、非成就內在樂趣，有顯著差異。不同年級在非成就外在樂趣，有顯著差異。不同運動週頻、時數和運動類型在成就內、外在、非成就內、外在樂趣，有顯著差異。(三)賦權與運動樂趣中度正相關，削權與運動樂趣低度負相關。(四)自主性和工作涉入，正向預測成就內、外在和非成就外在樂趣。自主性、工作涉入、社會支持與削權教師控制，預測非成就內在樂趣。結論：(一)體育課女性已抬頭，課外少運動，亦有體力、技術與升學限制，多從事球類運動。(二)高賦權，球類運動高社會支持；在校每天運動的國中男學生亦高削權。(三)男性運動樂趣高於女性，年資高無升學壓力，運動即樂趣。高頻率時數投入球類運動，獲得運動成果、光環、本身和紅利達到高運動樂趣。(四)賦、削權皆可行。教師高賦權中度提升運動樂趣，高削權低度減少運動樂趣。(五)高自主、高工作涉入，獲得運動成果(成就內在樂趣)，散發運動光環與喝采(成就外在樂趣)，累積運動紅利(非成就外在樂趣)。高自主、高工作涉入、高社會支持和高教師控制，普通班國中生運動本身即樂趣(非成就內在樂趣)。建議：(一)教師高賦權增加運動樂趣，削權降低運動樂趣。(二)教師高自主性及工作涉入，發展成就內、外在及非成就外在樂趣。教師高社會支持及教師控制，發展非成就內在樂趣。提供教師疫情下的體育課程新策略實施，及體育署QPE發展計畫，在國中學生人口現況的資料結構分析，期待裨益新型態課程教學目標的參考，協助學生在未來有更佳的運動樂趣和終身運動樂趣。關鍵詞：賦權、削權動機氣候、體育課樂趣結構、運動樂趣

關鍵字

賦權、削權動機氣候；體育課樂趣結構；運動樂趣

並列摘要

Abstract The purposeof this study is to explore the related factors of demographic background, PEteacher EDMC (Empowering and Disempowering Motivational Climate), and The construct of sports enjoyment in PE courses for JHS (junior highschool) students. (1) For the research on EDMC of PE teachers in JHS, provide areference on the current situation of population statistics. (2) Provide areference to the current demographics of sports enjoying construct in PE courses for JHSstudents. (3) The main effect of JHS students' perception of PE courses EDMC onpredicting sportsenjoyment constructin PE courses for JHS students. Data processing: The research object was 64,368students from Kaohsiung City JHS in the 110th academic year, and 618 weresampled. Google Forms questionnaire method, analysis of the demographicdimension, with the "Empowering and Disempowering Motivational ClimateQuestionnaire in Physical Education (EDMCQ-PE)" and " Sports Enjoying Construct Questionnaire in PhysicalEducation "scales, data use descriptive statistics, one-wayanalysis of variance,independent sample t-test, and Pearson product-moment correlation and stepwise multipleregression. Results: (1) EDMC in terms of population: There were significantdifferences in the three empowerment climates of " task-involvement ", and"social support" in different school regions. There were significantdifferences in the climate of empowerment by gender. (2) The demographicdimension of sports enjoyment: There weresignificant differences between genders in terms of “Achievement-Intrinsic, AI”, “Achievement-Extrinsic, AE” and “Nonachievement-Intrinsic, NI”. There weresignificant differences in " Nonachievement-Extrinsic, NE " enjoyment among differentgrades. There were significant differences in the enjoyment of AI, AE, NI and NE among different exercise cycles,hours and types of exercise. (3) The climate of empowerment had a moderatepositive correlation with the enjoyment of sports, while the climate of disempowermenthad a low negative correlation with the enjoyment of sports. (4) The autonomousand task-involvementclimate of empowerment positively predicts enjoyment of AI. The climate of empowerment forautonomy and task-involvemen werepositively predicting AEenjoyment. The autonomy and task-involvement climate of empowerment positivelypredicts NEenjoyment. The autonomy of empowerment, the task-involvement, the climate of socialsupport, and and teacher control positively predicts the NI enjoyment". Conclusions: (1) Females in PE classeshave been on the rise. JHS seldom do sports outside of class. They also havelimitations in physical strength, skills and further education, and they mostlyengage in ball games. (2) High EMC, high social support for ball games; JHS boyswho exercise every day in school should have high DMC. (3) JHS boys sportsenjoyment is higher than that of girls. Without pressure to go to furthereducation during seniority, Exercise is enjoyment. High-frequency hours intoball games, get sports results, halo, self and dividends to achieve high sportsenjoyment. (4) EMC and DMC are both feasible. Teachers with high EMC moderatelyenhance the sports enjoyment, while high DMC low degrees reduce the sportsenjoyment. (5) High autonomy and high work involvement, obtain sports achievememt(AI), exude sports halo and applause (AE), and accumulate sports dividends (NE).With high autonomy, high work involvement, high social support and high teachercontrol, the movement of middle school students in ordinary classes is fun initself (NI). Recommendations: (1) Teachers improve the empowering climates,which can increase the sports enjoyment. Disempowering climates reduce the constructof sports emjoyment, and should be used more cautiously for femalelearners. (2) Teachers carefully implement with autonomous and task-involvement, which can develop theAI, AE and NE enjoyment. Teachers increases social support, and teacher controldevelop NI enjoyment. Key words: Empowering and Disempowering MotivationalClimate-EDMC, Construct of sports enjoyment in PE courses, Sports enjoyment.