體適能課程實施對學生體適能認知及表現之影響研究

A Study of the Effects of a Physical Fitness Program's Practice on Students' Fitness Cognition and Performance

吳玉妹(Wu Yu-mei)

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/碩士(2000年)

摘要

體適能課程實施對學生體適能認知及表現之影響研究
—以石牌國中為例—
研 究 生：吳玉妹
指導教授：闕月清
日 期：中華民國90年6月
摘要
本研究以質與量的方法，探討體適能課程教學，對台北市立石牌國中一年級學生的體適能認知及表現之影響。本研究的研究對象為兩班男女合班學生共71人，A班：男生18人、女16人，實施傳統體育課程教學；B班：男生20人、女17人，實施體適能課程教學；其研究方法在量的部分，為體適能認知與體適能檢測，採T考驗。為了深入了解實施體適能課程教學，對學生體適能認知的影響，從參與者中抽樣18人，進行一對一訪談並做開放式紙筆問答，進行資料蒐集，然後將所蒐集的資料加以分析、整理、歸納。研究結果顯示，A班學生對體適能意義的詮釋，前後並無太大差異，如「體適能就是考驗體能或運動能力」等，經由T考驗得知，體適能認知也未達顯著標準；而B班學生對體適能意義的詮釋能力則明顯提升，並能較完整地陳述出體適能的意義，如，體適能課程教學前的「體適能就是運動的能力」，到體適能課程教學後的「體適能就是身體適應生活、活動與環境的綜合體力」等，經由T考驗得知，相較於體適能課程教學前，學生對體適能認知在體適能課程教學後明顯進步，達顯著標準，P<.05。至於學生的體適能表現，A班學生在柔軟度呈現退步現象，其餘各項如，體指數、瞬發力、柔軟度與心肺耐力皆有進步，其中瞬發力達顯著標準；B班學生的體適能表現每項皆有進步，除了心肺耐力未達顯著標準外，其餘，體指數、肌耐力、柔軟度與瞬發力皆達顯著標準，P<.05。上述研究結果，可供教育行政機關、師資培育機構、國中體育教師及後續研究者參考。
關鍵字：體適能、體適能認知、體適能表現、傳統體育課程、體適能課程

關鍵字

體適能 ； 體適能認知 ； 體適能表現 ； 傳統體育課程 ； 體適能課程

並列摘要

A Study of the Effects of a Physical Fitness Program’s Practice on Students’ Fitness Cognition and Performance
— As Illustrated by Taipei Shih-pai Municipal Junior High School —
Master’s Thesis 2001 Wu Yu-mei
Advisor: Keh nyit Chin, Ph. D.
Abstract
The purpose of this study was to investigate the effects of the practice of a physical fitness program on fitness cognition and performance of seventh grade students from Taipei Shih-pai Municipal Junior High School. Qualitative and quantitative methods were used to analyses fitness cognition and fitness performance of the students. The participants of this study were 71 students from 2 coed classes. Class A consisted of 34 students (male=18; female=16) were instructed using traditional physical education program. Class B consisted of 37 students (male=20; female=17) were instructed using physical fitness program. The effects of the practice of the fitness program on students’ fitness cognition and performance were assessed by t-tests. Eighteen students were sampled to be interviewed and answered the open-ended questionnaires. Data collected were analyzed using content analysis. The results indicated that no significant difference was found for students of class A in interpreting the meanings of fitness before and after the PE program. The students’ fitness cognition did not meet the standard (p<.05) . On the other hand, students of class B could interpret the meanings of fitness better than before and met the standard (p<.05) according to t-test. As for students’ fitness performance, students of class A showed improvement in body composition, power, muscular endurance and cardiovascular endurance and power met the standard. Students of class B made progress in every item. Body composition, muscular endurance, flexibility and power met the standard, p<.05. The above results have implications for education and administration units, teacher’s training institutions, Junior High School teachers and researchers interested in related studies.
Key word: Physical Fitness, Fitness Cognition, Fitness Performance,Traditional Physical Education Program, Physical Fitness Program.

並列關鍵字

Physical Fitness ； Fitness Cognition ； Fitness Performance ； Traditional Physical Education Program ； Physical Fitness Program

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