體育課社會關係支持之內涵與實踐：教師與學生的觀點

The implication and practice of social relatedness support in physical education class: View from Teachers and Students

10.6497/BSEPT.202303_23(1).0001

楊亮梅(Liang Mei, Yang)；陳美華(Mei Hua, Chen)；李晨鐘(Chen-Chung Li)

師生關係 ； 同儕關係 ； 焦點團體訪談 ； 主題分析 ； teacher-student relationship ； peer relationship ； focus group interview ； thematic analysis

臺灣運動心理學報

23卷1期（2023 / 03 / 31）

1 - 28

繁體中文;英文

目的：一、探討體育課中教師關係支持及同儕關係支持之內涵；二、探討體育教師於促進學生正向人際互動教學策略之內容；三、釐清體育課中人際互動的脈絡。方法：本研究共招募12名專任體育教師（3位男性、9位女性，平均年齡為40.83歲）、21名高中學生（8名男生以及13名女生，平均年齡為17.04歲）。以半結構式問題進行個別及焦點團體訪談，訪談過程全程錄音並轉譯為逐字稿，使用主題分析方法進行資料分析。結果發現：一、教師社會關係支持內涵共有12個類別，例如：老師陪伴練習、個別的談話、溝通等。同儕關係支持內涵共有4個類別，例如：合作互助、關心等。二、體育教師在促進學生正向人際互動所使用之教學策略共有4個類別，例如：課程結構、課程執行等。三、教師的哲學觀藉由教學策略影響體育課教師關係支持與同儕關係支持，而形成一個體育課中人際互動的共動模式。結論：本研究為體育課教師及同儕關係支持的行為指標，以及教師的教學策略提供了可能樣態，而且教師的哲學觀透過教學策略影響體育課的人際互動。此發現對於未來相關研究奠定了基礎，研究結果亦可應用於實際的教學場域。

Purpose: 1. Investigating the implications of relatedness support for teachers and peers in physical education (PE); 2. Exploring the teaching strategies promoted the positive interpersonal interaction for students in PE; 3. Clarifying the context of interpersonal interaction in PE. Method: This study recruited 12 PE-teachers (9 females, 3 males, average age = 40.83 years old) and 21 students (13 girls, 8 boys, average age = 17.59 years old). In this study, semi-structured questions were used to conduct individual and focus group interviews. All the process of interviews were voice-recorded that the contents translated into verbatim scripts for thematic analysis. Results: The results found: 1. The 12 categories were involved in the relatedness support for teachers, such as: practicing with teacher, individual conversations, and communication, etc.; and the 4 categories was contained in term of relatedness support for peer, such as: cooperation, caring, etc. 2. The 4 categories were contained in the teaching strategies of PE for promoting positive interpersonal interaction among students, such as: curriculum structure, curriculum implementation, etc. 3. The effects of teaching strategies according to the teacher's philosophy influenced the relatedness support of teacher' self and peers in PE, which formed the co-dynamic mode of interpersonal interaction in PE. Conclusion: This study provided the possibilities for behavioral criterion of relatedness support for teachers and peers and teaching strategies in PE, and the teacher's philosophy influenced interpersonal interaction in PE through teaching strategies. This finding established the groundwork of relatedness support for teachers and peers, which could be applied in research and the practical teaching environment in the future.

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