國小高年級學童體育課程自評學習成效對運動休閒參與特性影響之研究

Abstract

本研究旨在探討國小高年級學童體育課程自評學習成效對運動休閒參與特性之影響。目的：一、瞭解學童體育課程自評學習成效之情形；二、分析學童運動休閒參與特性之現況；三、探討學童體育課程自評學習成效對運動休閒參與特性之影響。方法：以新北市及臺東縣之國小高年級學童為母群體，透過分層隨機及叢集抽樣的方式將兩地配額相當人數，於2011年12月至2012年1月期間進行問卷調查，並取得有效樣本474份，茲應用項目與信度分析、描述性統計、卡方考驗、獨立樣本t考驗、單因子變異數分析、雪費事後考驗以及集群分析，進行本研究之統計方式。結果：一、人口背景變項分布以男性、六年級、家長為大學專科程度、鄉村地區（臺東縣）學童為多數。二、多數運動項目之體育課程自評學習成效介於「普通/學得很好」之間，並以躲避球、水域活動、羽球、田徑四項具有較高知覺，且可分為「低學習成效群」、「水域活動成效群」、「球類運動成效群」三群。三、多數運動項目之運動休閒參與特性介於「偶爾參與/普通」之間，並以躲避球、田徑、水域活動、羽球、籃球五項具有較高知覺，且可分為「低運動參與群」、「高學習單元群」、「低學習單元群」三群；學童從事時間多為晚上時段與週末假期，其週間平均參與時數為0.63小時、週末為1.51小時。四、體育課程自評學習成效集群與運動休閒參與項目集群不具關聯性，但對運動休閒參與時間具有顯著差異（p＜.05），且「水域活動成效群」與「球類運動成效群」之運動休閒參與時間高於「低學習成效群」。建議：一、政府單位可針對各版本體育教材內容作更精細的審視與修正；二、學校單位宜透過體育課程之教學強化學童運動休閒參與的觀念；三、家長應多給予學童充足的時間與機會從事運動休閒活動。The purpose of this study was to investigate the effect of self-evaluated learning achievement on physical education curriculum and recreational sport participation in the 5th and 6th grade elementary schools students. The researchers used stratified random and cluster sampling to conduct a questionnaire survey in New Taipei City and Taitung County during December, 2011 to January, 2012. A total of 474 valid subjects were analyzed by using reliability analysis, descriptive statistics, chi-square test, independent-samples t-test, one-way ANOVA, scheffe, and cluster analysis. The results of this study were: 1. In the background distribution, most subjects were male, 6th grade, and in Taitung. The education level of their parents was college. 2. Most students’ self-evaluated learning achievement on physical education curriculum was above average. The students’ self-evaluated learning achievement classified into three groups: (1) Low learning achievement. (2) Water sports achievement. (3) Ball sports achievement. 3. Most students’ recreational sport participation were lower than average. The students’ recreational sport participation classified three groups: (1) Low recreational sport participation. (2) Curriculum sports. (3) Self-learning sports. Most students participated in sport in the evening or weekend. In average, students spent 0.63 hours in sport from Monday to Friday, and 1.51 hours on the weekend. 4. According to three groups of students’ self-evaluated learning achievement on physical education curriculum, the time of recreational sport participation was significantly different (p＜.05). Therefore, more time indicated better learning outcomes. The study suggested that the government should carefully review teaching material, which impacted on student recreational sport participation. Secondly, the school can enlarge on the concept of recreational sport participation for students by teaching the physical education curriculum. Finally, the parents should give students enough time and opportunities to engage sport recreational activities.