休閒運動參與及體育教學專業能力之研究－以臺南市國小教師為例

A Study on the Relationship between Recreational Sports Participation and Physical Education Teaching Professional Ability-An Example of Elementary School Teachers in Tainan

10.29947/LSR.201206.0001

許龍池(Long-Chih Hsu)；趙建智(Jian-Zhi Zhao)；馬上閔(Shang-Min Ma)

休閒運動參與 ； 體育教學 ； 體育教學專業能力 ； recreational sports participation ； physical education ； physical education teaching professional ability

休閒與社會研究

5期（2012 / 06 / 01）

1 - 15

繁體中文

本研究目的旨在瞭解大臺南市國小體育授課教師休閒運動參與之現況，並探討休閒運動參與情形與不同面向之體育教學專業能力的相關情形，以及教師個人何種背景變項與休閒運動參與情形最能顯著預測不同面向之體育教學專業能力。本研究採問卷進行調查，以99學年度大臺南縣市合併後之國小體育授課教師為研究對象，以隨機抽樣方式，發放問卷500份，回收有效問卷452份，並將回收資料透過SPSS for Windows17.0以描述統計、Pearson積差相關、多元逐步迴歸分析等統計方法，進行資料處理分析。研究結果發現：（一）臺南市國小體育授課教師休閒運動參與情形之「整體」、「運動習慣」、「運動次數」與「運動消費」和體育教學專業能力各面向之間呈顯著正相關，而「運動時間」則與「體育專業認知」呈顯著正相關；（二）教師不同背景變項之「帶隊經驗」與「學歷背景」均顯示對「整體體育教學專業能力」有顯著之預測力，其中又以「帶隊經驗」對體育教學專業能力各面向最具解釋力；（三）休閒運動參與情形之每週「運動次數」與「運動習慣」均顯示對「整體」體育教學專業能力有顯著之預測力，其中又以每週「運動次數」對體育教學專業能力各面向最具解釋力。

The purposes of this study were to explore the relationship between recreational sports participation and physical education teaching ability of elementary school teachers in Tainan, and to predict physical education teaching ability with teachers' recreational sports participation. A questionnaire survey was administered. The participants were the PE teachers of elementary schools in Tainan. 500 copies were randomly sent out, 481 returned, while 452 were valid. Using SPSS for Windows 17.0, the data was analyzed with descriptive statistics, Pearson product-moment correlation and multiple regression. The study reaches the following conclusions: (1) Factors, including comprehensive participation, habbits of exercise, frequency of exercise, and expense of exercise, were significantly and positively related to PE teaching ability; (2) Teachers' experiences of coaching and academic backgrounds significantly predicted teaching ability. Particularly, experiences of coaching had the explanatory power to teaching ability；(3) Frequency of exercise and habbits of exercise were significant predictors of teaching ability, while frequency of exercise offers greater predictive power to teaching ability.