自力造筏課程對大學生生活效能之成效影響

Effects of the self-built Raft Courses on College Students' Life-Effectiveness

10.6222/pej.4402.201106.0906

巫昌陽(Chang-Yang Wu)；吳崇旗(Chung-Chi Wu)

水域運動教育 ； 體驗與冒險教育 ； 通識課程 ； marine sports education ； experiential and adventure education ； general education

體育學報

44卷2期（2011 / 06 / 01）

245 - 260

繁體中文

Purpose: To investigate the effects of the self-built raft courses on college students' Life-Effectiveness. Methods: Quasi-experimental as well as the pretest-posttest nonequivalent groups design were used. The participants were college students divided into two groups: experimental group with participating in self-built raft courses (n=54) while control group without (n=72). The Life-Effectiveness scale (including 6 subscales such as time management, emotional control, achievement motivation, social leadership, self confidence and active initiative) was took to pretest and posttest the effects. Data analysis was conducted by SPSS 17.0 for Windows by the methods of descriptive statistics, paired t-test and One-way ANCOVA. Results: The experimental group received more significant and positive improvement on Life-Effectiveness, including, time management, emotional control, achievement motivation, social leadership, self confidence and active initiative than the control group. Conclusions: The researchers constructed one series of self-built raft courses with integration of adventure-based learning process model through the elements of movie-watching and practical experiences that could promote Life-effectiveness.

Purpose: To investigate the effects of the self-built raft courses on college students' Life-Effectiveness. Methods: Quasi-experimental as well as the pretest-posttest nonequivalent groups design were used. The participants were college students divided into two groups: experimental group with participating in self-built raft courses (n=54) while control group without (n=72). The Life-Effectiveness scale (including 6 subscales such as time management, emotional control, achievement motivation, social leadership, self confidence and active initiative) was took to pretest and posttest the effects. Data analysis was conducted by SPSS 17.0 for Windows by the methods of descriptive statistics, paired t-test and One-way ANCOVA. Results: The experimental group received more significant and positive improvement on Life-Effectiveness, including, time management, emotional control, achievement motivation, social leadership, self confidence and active initiative than the control group. Conclusions: The researchers constructed one series of self-built raft courses with integration of adventure-based learning process model through the elements of movie-watching and practical experiences that could promote Life-effectiveness.

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3. 郭癸賓、呂曉如、吳崇旗(2017)。冒險教育課程對國中曲棍球隊選手生活效能及團隊凝聚力之影響。台灣體育運動管理學報，17(2)，273-297。
4. 郭癸賓、吳崇旗(2015)。冒險教育團隊凝聚力促進方案之執行與成效研究。臺大體育學報，28，25-36。
5. 吳崇旗(2014)。冒險教育登山課程對大學生生活效能與團隊凝聚力之成效。大專體育學刊，16(1)，1-13。
6. (2024)。建構與驗證大學生體育課生活技能量表。大專體育學刊，26(3)，250-274。