體育課程個人與社會責任模式之研究發展趨向

The Developmental Trend of Researches for Teaching Personal and Social Responsibility Model in Physical Education Curriculum

10.6223/qcpe.2604.201212.1511

潘義祥(Yi-Hsiang Pan)

體育課程與教學 ； 課程模式 ； 品格教育 ； physical education curriculum and teaching ； curriculum model ； character education

中華體育季刊

26卷4期（2012 / 12 / 01）

491 - 497

繁體中文

個人與社會責任教學（teaching personal and social responsibility, TPSR）係由Hellison（1995）所發展而來，並且成為當代重要的體育課程與教學模式（physical education curriculum and teaching model）。本文要旨在瞭解個人與社會責任模式之研究發展趨向，回顧過去相關研究文獻，以文獻評論方式，論述個人與社會責任模式之理論概念、研究脈絡發展及研究成果。最後，歸納出個人與社會責任模式四個重要的研究發現，分別為（一）目前以青少年、高危機學生為主要的研究對象（二）以質性研究方法為重。（三）研究以長期的縱貫性研究為焦點（四）能夠發展學生良好的責任行為。總之，個人與社會模式有助於學生情意領域之發展，塑造學生良好品格與社會行為，值得在國內學校體育中落實發展。

Teaching personal and social responsibility (TPSR), developed by Hellison (1995), is the contemporary important physical education curriculum and teaching model. The purpose of this study was to explore the developmental trend of researches for TPSR in physical education. This study was to search TPSR literatures and utilized literature reviewing to describe theoretical concepts, developmental context of international researches and important findings of studies. Finally, it was summarized four important findings in TPSR: 1. Adolescents and high crisis students were as the main objects of study. 2. Qualitative method was main research approach. 3. Focus on the long-term longitudinal study 4. Be able to develop responsible behaviors for students. Teaching Personal and social responsibility could help student to develop affective domain and cultivate a good character and social behavior of individual. It is worthy to implement and research for TPSR in domestic school physical education.

1. 周宏室、徐偉庭(2012)。個人與社會責任課程模式之探究。中華體育季刊，26(1)，101-108。
   連結：
2. 陳其昌(2010)。從社會學習理論的觀點探討運動道德的研究方向。中華體育季刊，24(1)，110-119。
   連結：
3. Buchanan, A. M.(2001).Contextual challenges to teaching responsibility in a sports camp.Journal of Teaching in Education,20,155-171.
4. Gordon, B.,Thevenard, L.,Hodis, H.(2011).Teaching personal and social responsibility in New Zealand secondary school physical education.Journal of Physical Education New Zealand,44,18-20.
5. Hellison, D.(2011).Teaching personal and social responsibility through physical activity.Champaign, IL:Human Kinetics.
6. Hellison, D.(1995).Teaching Responsibility through Physical Activity.Champaign, IL:Human Kinetics.
7. Hellison, D.(2000).Physical activity programs for underserved youth.Journal of Science and Medicine in Sport,3,238-242.
8. Kolberg, L.,Mayer, R.(1972).Development as the aim of education.Harvard Educational Review,42(4),449-496.
9. Li, W.,Wright, P. M.,Rukavina, P. B.,Pickering, M.(2008).Measuring students' perceptions of personal and social responsibility and the relationship to intrinsic motivation in urban physical education.Journal of Teaching in Physical Education,27,167-178.
10. Lund, J.(Ed.),Tannehill, D.(Ed.)(2010).Standards-based physical education curriculum development.Sudbury, MA:Jones and Bartlett Publishers.
11. Martinek, T.,Schilling, T.,Johnson, D.(2001).Transferring personal and social responsibility of underserved youth to the classroom.The Urban Review,33,29-45.
12. Metzler, M.(2011).Instructional models for physical education.Scottsdale, AZ:Holcomb Hathaway.
13. National Association for Sport and Physical Education(2004).Moving into the future: National standards for physical education.Boston:McGraw-Hill.
14. Walsh, D.(2007).Supporting youth development outcomes: An evaluation of a responsibility model-based program.The Physical Educator,64(1),48-56.
15. Walsh, D. S.,Ozaeta, J.,Wright, P. M.(2010).Transference of responsibility model goals to the school environment: Exploring the impact of coaching club program.Physical Education & Sport Pedagogy,15(1),15-28.
16. Watson, D.L.,Newton, M.,Kim, M.(2003).Recognition of values-based constructs in a summer physical activity program.Urban Review,35,217-232.
17. Wright, P. M.,Burton, S.(2008).Implementation and outcomes of a responsibility-based physical activity program integrated into an intact high school physical education class.Journal of Teaching in Physical Education,27,138-154.
18. Wright, P. M.,Li, W.,Ding, S.,Pickering, M.(2010).Integrating a personal and social responsibility program into a wellness course for urban high school students: Assessing implementation and educational outcomes.Sport, Education and Society,12(3),277-298.
19. 教育部(2011)。中華民國教育報告書。

1. 蔡書涵,林孟賢,東方介德,王家閔(2023)。體育課融入賦權、削權動機氣候對個人與社會責任之影響。中原體育學報，21，55-66。
2. 陳春安,邱榮貞,杜珈霖(2023)。運動樂趣、涉入程度與學習滿意度之關係研究－以樂趣化排球課程為例。運動與遊憩研究，18(2)，1-16。
3. 郭姿伶、李一聖(2017)。玩出好品格的體育課－個人與社會責任模式。國教新知，64(2)，16-26。
4. 劉兆達,張富鈞,李文心(2021)。大學排球課學生之個人及社會責任培養。大學教學實務與研究學刊，5(1)，1-33。
5. 盧俊宏,陳斌,方彬彬(2022)。體育課情境中「個人與社會責任」內涵之探索：更新與擴展。體育學報，55(2)，175-191。
6. 潘義祥,楊正群(2022)。運動中生活技能遷移的發展現況。大專體育，161，1-12。
7. 潘義祥、徐偉庭、周宏室(2014)。以自我決定理論為架構檢驗體育課學生的責任行為。體育學報，47(3)，425-436。
8. 闕月清(2013)。體育教學中的品德教育：個人與社會責任模式之源起與發展。中等教育，64(2)，6-14。
9. 闕月清,李柏昂(2020)。高職生在體育課程中個人與社會責任層級之研究。中等教育，71(4)，80-95。
10. 闕月清,李柏昂(2023)。個人與社會責任模式融入偏鄉國小飛盤課程之研究。中等教育，74(2)，46-67。
11. 闕月清、黃志成(2017)。國小理解式排球教學之教室生態。臺灣運動教育學報，12(2)，15-34。
12. 闕月清、李柏昂(2016)。個人與社會責任模式融入飛盤爭奪賽後非行少年責任層級之表現情形。台東大學體育學報，24，33-55。
13. 闕月清、詹恩華、掌慶維(2018)。跑道上的覺醒：兩位國中體育教師實踐個人與社會責任模式之課程意識。身體文化學報，26，145-179。
14. 謝瑩蓉、潘義祥、張詩屏、余泓麟(2017)。責任模式與運動教育模式整合的雙模式課程之實踐經驗與情意行為效益。臺灣運動教育學報，12(2)，35-54。