小學體育教師體育目標認同傾向之研究

The study of objective identification tendency of grade school physical education teachers

廖智倩

國立臺灣師範大學/運動與休閒學院/體育學系/碩士(1999年)

摘要

本研究主要目的，在於瞭解小學體育教師對體育目標認同順位與目標構面認同的情形，並進一步探討其個人因素、外在情境因素對體育目標認同傾向的影響。研究對象為兼顧性別、教育背景、服務地區之差異，而進行立意取樣的十六位小學體育教師，至於研究方法，則採用Q分類與訪談的方式實施。研究結果經資料分析與處理後，得到以下結論：
一、小學體育教師之體育目標認同高順位前五名依序為：維持健康體適能、具備日常生活所需的體適能、促進身心均衡發展、加強身體適應能力、建立規律運動的習慣、體驗運動樂趣；而低順位則為：瞭解體育與運動的歷史發展、瞭解本土的運動文化、瞭解體育的意義、具備領導同儕的能力、有效控制運動時宜。
二、小學體育教師對五個體育目標構面的認同，依序為體適能、運動習慣、社會行為、運動技能、體育認知。
三、受訪教師中約62.5﹪認為教育背景是影響一位體育教師對體育目標認同最重要的因素，其次為性別，而服務地區的影響很小。
以上之結果所獲，可供國小體育教師、教育行政機關、師資培育機構、未來研究者參考。

關鍵字

體育目標 ； 認同傾向 ； 體育教師

並列摘要

The main purpose of this research was to understand the precedence of the identification tendency to the objective of physical education and the situation of objective identification interfaces of grade school physical education teachers. In addition, to explore the influence of personal elements and external conditions on the identification tendency of the objective of physical education. The research targeted sixteen grade school physical education teachers while taken into consideration of their differences in gender, educational background and service regions. Furthermore, Q-sorting and in-depth interviews were applied as research methods. The findings of this research after treatment with data analysis were as follows:
1. The top five precedence of the identification tendency to the objective of physical education of grade school physical education teachers were maintain health and physical fitness, equip with suitable physical fitness for day-to-day living, promote a balanced physical and mental development, enhance physical adaptation ability, establish a habit of regular exercising, experience the fun of sports. The bottom five precedence of the identification tendency to the objective of physical education of grade school physical education teachers were understand the historical development of physical education and sports, understand the native culture of sports, understand the meaning of sports, equip with peer leadership ability, effectively control the timing of execution of sport skills.
2. The top five objective identification interfaces of grade school physical education teachers were physical fitness, sports habit, social behavior, psychomotor, and sports cognition.
3. Sixty-two and one-half percent of the teachers interviewed believed that educational background was the most important issue in a physical teacher’s identification on the objective of physical education, followed by gender, while service region had the least amount of influence.
The above findings may be used as future references for grade school physical education teachers, educational and administrative bodies, and teacher’s training organizations.
Key words: objective of physical education, identification tendency,
physical education teacher.

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