目的：本研究旨在探討個人與社會責任模式融入飛盤課程，非行少年的責任表現情形。方法：飛盤課程實施於花蓮縣收容男性青少年的某中途之家，進行10週20堂50分鐘的課程，參與學生共19名，平均年齡16.2歲；量化資料採Hsu等人2014設計之PSRQ問卷；質性資料以學習單、學生與輔導老師的訪談、教師教學日誌為主，分別進行統計與樣版式分析法。結果：在資料分析中：（一）層級一：學生對組成要素的認知從無到有、學會尊重不再打斷老師說話；大欺小的舊有文化有所改善、學習化解比賽中的不愉快；與老師的衝突減少，並尋求老師協助解決衝突；能接納能力較差的同學一起運動，並願意給予機會去嘗試。（二）層級二：學習態度從被動轉為主動；願意學習新的技術，並積極努力嘗試；從小團體到願意彼此和睦的練習。（三）層級三：願意在課外時間執行學習單的練習項目；高三同學則以順利畢業為自己設定適當的目標；都要學著面對課程以外給予的質疑與壓力，專注於享受這項運動。（四）層級四：開始學會去關心挨罵或受傷的同學、當受傷的同學回到學園，在輔導老師面前以支持代替過去的訕笑；學會觀察其他同學練習的態度與比賽情況，並用活躍的表現和感謝的言語回應老師的教學；學生因產生成就感和獲勝的動機而彼此鼓勵。（五）層級五：自我肯定與人際關係的改善、在學業與職場中設定目標、力求提升自己的表現，成為他人的榜樣。結論：每位學生在課程介入期間都有不同層次的成長與變化，亦能將各層級的學習遷移出體育館，應用在日常生活中，對非行少年的責任表現有正向改善。

The purpose of this study was to investigate juvenile delinquents' performance of responsibility after the implementation of Teaching Personal and Social Responsibility Model (TPSR) in a Frisbee program. It was conducted in a Hualien County halfway house for 10 weeks with 2 fifty-minute sessions per week. The participants were 9 males with an average age of 16.2. Quantitative data was collected through Personal and Social Responsibility self-report Questionnaire (Hsu, Pan, Chou, Lee & Lu, 2014) while qualitative data through worksheets, interviews and teaching log. Both data were analyzed with statistics and template analysis respectively. The findings from qualitative data indicated that: (1) Level 1: The students' knowledge of Goals emerged and learned to respect teachers; The incidents of bullying declined as the students learned to resolve disagreement; Students looked for teacher's assistance in dealing conflicts; Students accepted less skilled peers and played with them. (2) Level 2: The students' attitude toward learning shifted from passive to active and made effort to master new skill; They broke away from small groups and be friendly to everyone. (3) Level 3: The students were willing to do their assignments; They were able to set appropriate goals, especially the 12-graders; They were capable of facing peer pressure and focused on enjoying the sport. (4) Level 4: The students started to concern and care for their peers; They were more appreciative towards their teacher; They generated a sense of achievement and capable of encouraging one another. (5) Level 5: The students improved their self-approval and interpersonal relationships, and worked hard to become others' model. This study concluded that the students achieved responsibility level performance to some degree and were able to transfer their learning outside the gym and apply in daily lives.