大學生參與網球休閒運動阻礙之研究－以正修科技大學為例

A Study of the Recreational Constraint of Tennis on Undergraduates-With Cheng Shiu University as an Example

10.29889/KUASPE.200911.0018

陳文泰(Wen-Tai Chen)

休閒運動阻礙 ； 網球 ； 大學生 ； recreational constraint ； tennis ； undergraduates

高應科大體育

8期（2009 / 11 / 01）

193 - 208

繁體中文

本研究目的旨在瞭解正修科技大學學生休閒運動阻礙之因素，與比較不同背景變項的學生在休閒運動阻礙因素之差異情形。本研究採取問卷調查法，以分層抽樣的方式進行資料的收集，共計發放650份，回收650份，問卷回收率為100 %，回收的問卷經過整理及編碼後，剔除無效問卷47份後，有效問卷有603份，有效率為92 %。結果發現：由於受訪者多為學校學生，可能較不會有花費昂貴的休閒運動，或者大多以學校提供的設備作為主要的休閒運動，所以零用錢多寡對休閒運動阻礙較沒有差別。在運動習慣上，受訪者以「偶爾運動」者達50.91%為最多，其次為「經常運動」者達26.37%。有不同運動習慣之大學學生，在休閒運動阻礙中，僅在「個體阻礙」因素上達顯著差異。經事後比較結果發現，「幾乎沒有運動」的受訪者，運動阻礙大於「經常運動」的受訪者。然而此兩者差別沒有反應在「經驗阻礙」，而是反應在「個體阻礙」的項目上，本研究推論，在校學生要達到「幾乎沒有運動」的狀況，一般來說較為困難，很可能是本身特質，例如金錢需求、課業壓力等個人阻礙中的原因所造成的，也就是包含在個人阻礙當中的題項。本研究之具體建議包括：1.學生自我調整自己的心態，做好時間與壓力的管理，規劃休閒運動時間，並適時的增加參與休閒運動的機會，增加溝通的管道以紓壓力及調劑身心，讓自我能更多元發展、快樂學習。2.學生應先充分了解自己的能力、興趣後，訂定一個符合自己休閒運動程度的目標（健康管理、舒解壓力、拓展人際、學習技能），進而加以調適。3.學校應要訂定追求品質的目標，滿足學生不同需求，改進教育品質，學校內成員共同參與，以吸引適性的學生加入。一方面，學生可學以致用、培養自信，快樂學習，另一方面，學校也可發揮本身特色、永續發展。

This study aimed to understand the factors which cause recreational constraint on undergraduates at Cheng Shiu University, and compare the difference between the students' background and these factors. This study developed a questionnaire and the data was collected by stratified sampling. The return rate of the questionnaires was 100%. After eliminating 47 invalid questionnaires, there are 603 valid questionnaires, which mean that the valid rate was 92%. The findings of this study showed that most participants were students so they probably did not have expensive recreational sports or most of them use the facilities provided by the school for their recreational sports. Therefore, the amount of their allowance has no effect on recreational constraint. Secondly, as for the exercise habit factor, 50.91% of the participants exercise occasionally and 26.37% of the participants exercise frequently. The results of this study indicated that in recreational constraint, there was significant difference only on ”individual constraint” of undergraduates with different exercise habits. After comparison of the results, this study found that participants who exercise rarely have higher recreational constraint than those who exercise frequently. However, the results showed no difference for participants who exercise rarely and exercise frequently but on their ”experiential constraint” but have difference on the factor ”individual constraint”. For students to have no exercise at all mostly is because of their personal factors such as money problem, pressure in class and other individual constraints. This study suggests as follows :(1) Students have to adjust their own attitude, manage their time and stress well, plan their schedule of recreational sports, increase opportunities of recreational sports participation, find more ways of communication for releasing stress, and blend the body and mind for multiple self-development and happy learning. (2) Students should understand their own ability and interests adequately in advance. Then, set up the goal for their own recreational sports (health management, stress releasing, extend interpersonal relationship and skill learning), and self-modify the goal. (3) Schools should pursue quality to satisfy students' needs and improve education quality. When the school members join forces and improve the sports facilities of the school, students will be attracted to participate in the activity. On one hand, students can put to practice what they have learned in school, cultivate their confidence and make them learn happily. On the other hand, it could make the school emphasize its specialty and develop continuously.