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題名:大專校院學生瑜珈課程目標認知與休閒運動態度之研究
作者:杜光玉 引用關係
作者(外文):TU, KUANG-YU
校院名稱:國立體育大學
系所名稱:體育研究所
指導教授:周宏室
學位類別:博士
出版日期:2019
主題關鍵詞:體育課程目標架構終生運動環境應對Purpose Process Curriculum Framework (PPCF)lifetime sportenvironmental coping
原始連結:連回原系統網址new window
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本研究主要目的,在瞭解大專校院學生對瑜珈課程目標認知與休閒運動態度情形。透過「大專校院學生瑜珈課程目標與休閒運動態度量表」,以大專校院107學年度第2學期修習瑜珈課程之學生為研究對象,進行量表施測,發出量表1,564份,回收1,169份,得有效量表共計1,009份,有效回收率64.5%。所得資料以描述性統計、因素分析、獨立樣本單因子變異數分析、皮爾森積差相關、逐步多元迴歸分析及結構方程式進行假設考驗。研究結果發現:一、大專校院學生瑜珈課程目標量表符合信度、效度檢驗;二、瑜珈課程目標認知前三名為:生理效益、邊際效益及心理健康;休閒運動態度前三名為:運動利益、運動投入及成就滿足;三、三年級大學生在瑜珈課程目標「環境應對」之認知顯著高於二年級 (含) 以下;三年級大學生在休閒運動態度「運動利益」顯著高於二年級 (含) 以下大學生;三年級大學生在休閒運動態度「成就滿足」顯著高於二年級 (含) 以下及四年級 (含) 以上大學生;四、瑜珈課程目標認知與休閒運動態度呈顯著正相關;五、大學生對瑜珈課程目標認知可以預測其休閒運動態度。結論:一、瑜珈課程目標量表為適合大學生使用的量表;二、瑜珈課程目標認知得分主要集中在個人發展;休閒運動態度得分主要集中在運動利益;三、不同年級大學生在瑜珈課程目標認知及休閒運動態度達顯著差異;四、瑜珈課程目標認知愈高時,其休閒運動態度亦愈高;五、瑜珈課程目標認知影響其休閒運動態度。
This study mainly aimed to understand the cognition of yoga curriculum purposes and their leisure sport attitude for college students. This study adopted the scale for “The Cognition of Yoga Curriculum Purposes and Leisure Sport Attitude for College Students” as a research tool. The college students who took the yoga curriculum in the second semester of the academic year 2017-2018 as the participants. 1,564 subjects were taken to full the questions, 1,169 returned their responses and the ones from 1,009 subjects were effective. The valid response rate was 64.5%. After the data were obtained, descriptive statistics, factor analysis, ANOVA, Pearson correlation, stepwise multiple regression analysis, and structural equation modeling were adopted to test statistical hypotheses. The study had the following findings: 1. The reliability and validity testing of “The Cognition of Yoga Curriculum Purposes for College Students” showed that this scale can serve as the research tool for the survey of the purposes that students take yoga curriculum in Taiwan. 2. The first three dimensions that were relevant to college students’ cognitive of yoga curriculum purposes were physiological efficiency, marginal benefits and psychological well-being, respectively. As for participants’ leisure sport attitude, the top three dimensions with the highest average scores were sports benefits, sports involvement, and achievement satisfaction. 3. The third-year college students’ cognitive of yoga curriculum purpose of “environmental coping” was showed a significant effect of the second (including) grade. The leisure sport attitude of the third-grade college students’ "sports benefits" was showed a significant effect of the second (including) grade. The third-grade college students' leisure sport attitude "achievement satisfaction" was showed a significant effect of the second grade (including) and above the fourth grade (including). 4. The college students’ cognition of the yoga curriculum purposes had a significantly positive correlation with their leisure sport attitude. 5. The cognition of yoga curriculum purposes can predict leisure students’ leisure sport attitude. In summary, this study had following conclusions: 1. “The Cognition of Yoga Curriculum Purposes for College Students” is suitable for the research on college students. 2. Participants scored a high proportion of points on individual development in the aspect of their cognition of yoga curriculum purposes. Participants’ leisure sport attitude “sports benefits” had the highest average score. 3. Students in different college years had significant differences in the cognition of yoga curriculum purposes, and their leisure sport attitude. 4. The cognition of yoga curriculum purposes were significantly and positively correlated with leisure sport attitude. 5. The cognition of yoga curriculum purposes affected their leisure sport attitude.
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