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1
Goodyear, Victoria A. "Participatory action research : challenging the dominant practice architectures of physical education." Thesis, University of Bedfordshire, 2013. http://hdl.handle.net/10547/297585.
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Research shows that the dominant pedagogical practices of physical education are irrelevant to young people in the 21st century, and that physical education currently exists in a time of innovation without change. Subsequently, physical education as a curriculum subject is at risk of becoming extinct unless the 'talked' about pedagogical innovations that provide authentic, relevant and transferable learning experiences can become sustainable 'actioned' futures. Therefore, the purpose of this thesis was to explore how a pedagogical innovation, the Cooperative Learning model, could be used over an enduring period of time. Participatory action research (PAR) was used as the methodology to scaffold the inquiry and to support eight secondary school physical education teachers' learning and use of Cooperative Learning during an academic year. This thesis considers how PAR enabled teachers to break the dominant practice architectures of physical education and how PAR supported teachers‘ use of an emergent pedagogical approach within and beyond the honeymoon period of implementation. In other words, how PAR facilitated teachers' ability to work beyond the dominant pedagogical practices of physical education and the practices endorsed by the school as an institution. Furthermore, how PAR sustained teachers' engagement with, and use of, the Cooperative Learning model. Indeed, Cooperative Learning was firstly immersed within the milieu of the practice architectures. Yet through the use of PAR the teachers were motivated to move beyond the honeymoon period and began to use the model within, with and then against the mess of the practice architectures. Subsequently, Cooperative Learning was emerging as the dominant pedagogical approach. However, this only occurred for some teachers where social connectivity and an emerging community of practice were significant variables in sustaining and adapting the use of Cooperative Learning. The contribution to knowledge is therefore the methodological processes of how to move beyond dominant pedagogical practices and facilitate innovation with change. In order for a pedagogical innovation to become a sustainable 'actioned' future its use is context dependent and PAR facilitates its sustainability. Furthermore, teacher learning should be advanced and teachers should be encouraged to create communicative spaces with colleagues and researcher facilitators.
2
Zyskind, Ari. "The Politics of Physical Education Reform." Scholarship @ Claremont, 2012. http://scholarship.claremont.edu/cmc_theses/402.
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The purpose of the paper is to determine why today's youth are so physically inactive by examining the role and efforts of physical education, and the state and federal governments responsibility in supporting these programs, in fighting today's obesity epidemic by creating generations of healthy and physically active children. Research led to the determination that states have failed to maintain and improve physical education resulting in a physically inactive youth. Therefore, the nation should look to federal legislation to support state-led physical education, which this paper found to be constitutional if the enactments followed the provisions established in South Dakota v. Dole. Examples of recent physical education bills, most specifically the FIT Kids Act, are briefly analyzed for effectiveness and likeliness of enactment. Lastly, the determination is made that federal legislation has failed because of the view that physical education is not a "core" subject, preventing programs from receiving Title I and Title II funding. The findings are useful in light of the numerous attempts to get children physically active.
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Li, Daniel Yuk-Keung. "An action research on the delivery of physical education teacher education (PETE) programmes in Hong Kong." Thesis, University of Exeter, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.322264.
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Hooper, Oliver R. "Health(y) talk : pupils' conceptions of health within physical education." Thesis, Loughborough University, 2018. https://dspace.lboro.ac.uk/2134/36203.
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Schools, and in particular physical education (PE), have been increasingly recognised for the role that they play in promoting healthy, active lifestyles amongst children and young people in light of the public health agenda (Armour and Harris, 2013). However, whilst schools have been recognised for the role that they can play in promoting health to children and young people, concerns have been expressed with regard to the status of health in PE and the approaches and practices used to address health-related learning (Cale et al., 2016). A particular concern in this regard is what children and young people know and understand about health , and how they come to conceive this within PE, with a growing body of literature suggesting that pupils conceptions are relatively superficial and simplistic (see Harris et al. (2016) for an overview). Accordingly, the purpose of this research is to explore pupils conceptions of health within PE. The research was comprised of four phases which took place over an 18-month period within the East Midlands region of England. Phase one involved an online survey being distributed to all state secondary schools (n = 293) and with a total of 52 schools responding. Phase two involved semi-structured interviews being conducted with 13 PE teachers at two case study schools and focus groups with 117 pupils (aged 11-12) at the same schools. A participatory approach underpinned the study and relevant methods/techniques were employed within pupil focus groups to generate discussion and elicit pupils conceptions of health . Examples of the methods/techniques employed included: drawings, concept cartoons and statement sheets. Pupils worked interactively with one another to undertake and discuss tasks/activities in line with the youth voice agenda that underpinned the research. This agenda is often allied with participatory methods (Heath et al., 2009) and seeks to privilege the voices of younger participants, recognising that children and young people are competent social agents, capable of both understanding and articulating their own experiences (Christensen and James, 2008). Phase three involved follow-up focus groups with the same pupils who participated during the preceding phase, and a similar participatory approach was employed. Phase four involved semi-structured focus groups being conducted with the same PE teachers at each school. Data generated were analysed using a Foucauldian-inspired discourse analysis. The findings of the study highlight that the vast majority of pupils conceptions of health were reductive, limited and limiting. These conceptions of health were identified as being underpinned by: corporeal notions, aesthetic orientations and healthist influences. In addition, they aligned with normative conceptions of health , that were evidently influenced by public health discourses, which may well have been promulgated by and through PE. Whilst pupils did not necessarily consider that PE influenced their conceptions of health , there were evident links, which PE teachers themselves acknowledged and problematised. Positively, it was highlighted that there were some pupils who were able to disrupt normative conceptions of health and, in doing so, they demonstrated their capacity for criticality. As such, the challenge for PE is now to consider how it might support pupils to develop their capacities to receive, interpret and be critical of health-related information. If it can do so, it may well be that critically-inclined conceptions of health can be fostered within, through and by the subject.
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Dunn, Steven James. "Generating process in adolescent sport participation: a knowledge translation plan bridging research and practice." Thesis, McGill University, 2013. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=119359.
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Knowledge translation (KT) has been referred to as "the methods for closing the gaps from knowledge to practice" (Straus, Tetroe & Graham, 2009). During the 2010-2011 academic year, a research project was conducted in the three high schools of the Eastern Townships School Board (ETSB). The project investigated dimensions of interpersonal and activity-based influence on adolescent motivation and sport participation. A KT plan was devised based on feedback from the stakeholders and practitioners of the athletic programs of the school board. Feedback took the form of pre and post KT plan data. Questionnaires were designed based on a blend of open-ended and specific questioning, as suggested in Maxwell (2006), exploring stakeholder input and experiences. Three themes guided the study and helped to organize the emerging data. The themes included 1) the importance of stakeholder input, 2) sustainability and 3) feasibility of implementation. The aim of the plan was to ensure the results and practical applications of the study reached the intended users. A secondary aim was to contribute to create the necessary trust for a sustainable relationship between the researchers and the high schools of the ETSB. This study outlines the process, chronology and formulation of the knowledge translation plan as well as some of the challenges and opportunities that arose as we endeavored to design and implement the KT plan for the ETSB.<br>L'application des connaissances, aussi connue sous l'acronyme «AC» (KT ou Knowledge translation dans la version originale anglaise), a été décrite comme «les méthodes pour combler les lacunes entre la connaissance et la pratique» (Straus, Tetroe & Graham, 2009). Au cours de l'année scolaire 2010-2011, une étude a été menée dans les trois écoles secondaires de la Commission Scolaire Eastern Townships (CSET). L'étude a porté sur les dimensions de l'influence interpersonnelle et de celle basée sur l'activité en ce qui a trait à la motivation des adolescent(e)s et à leur participation aux sports. Un plan d'AC a été conçu selon les commentaires des parties prenantes et des intervenants des programmes sportifs de la commission scolaire. Ces commentaires ont été recueillis à l'aide d'un plan de collecte de données administré avant et après l'AC. Des questionnaires ont été conçus en intégrant des questions à réponses fermée et ouverte, afin d'explorer les commentaires des intervenants et leurs expériences, comme indiqué dans Maxwell (2006). Trois thèmes ont guidé l'étude et aidé à organiser les données recueillies: l'importance de la participation des parties prenantes, le processus pour la durabilité et la faisabilité de la mise en œuvre. L'objectif était de s'assurer que les résultats et les applications pratiques de l'étude aient atteint les utilisateurs visés. Un objectif secondaire était de contribuer à créer le climat de confiance nécessaire à une relation durable entre les chercheurs et les écoles secondaires de la CSET. Cette thèse décrit le processus, la chronologie et la formulation du plan d'application des connaissances, ainsi que certains défis et opportunités qui se sont posés lors de notre démarche visant à concevoir et mettre en œuvre le plan d 'AC pour la CSET.
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Cowan, Jackie. "Experiences that have contributed to forming attitudes towards physical education : research project report." Thesis, University of Canterbury. School of Sciences and Physical Education, 2004. http://hdl.handle.net/10092/3097.
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As a result of discussion about attitudes towards physical education with first year
primary pre-service teachers it can be acknowledged that there are diverse
degrees of competence and attitude towards this subject. This study looked
specifically at the prior experiences that have contributed to developing less than
positive attitudes towards physical education, and discussed how these
experiences have influenced the attitudes ofpre-service teachers and contributed
to part of their socialization into physical education. Experiences discussed by
participants were categorised into six major themes.
This study provided evidence that prior experiences gained from both, schooling
experiences, and other sporting experience outside school, were significant for
some students and not only impacted on attitudes to participate but embedded a
lasting effect on what students thought about physical education and sport as a
learning opportunity. This study concludes by acknowledging that the impact of
less than positive previous experience remains a contributing factor to current
attitudes for some pre-service teachers and outlines the implication and possible
challenges for physical education/teacher education (PETE) in the future.
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Donald, Ellen Kroog. "Examinees' Perceptions of the Physical Aspects of the Testing Environment During the National Physical Therapy Examination." Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6226.
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Despite the increasing number of individuals taking computer-based tests, little is known about how examinees perceive computer-based testing environments and the extent to which these testing environments are perceived to affect test performance. The purpose of the present study was to assess the testing environment as perceived by individuals taking the National Physical Therapy Examination (NPTE), a high-stakes licensure examination. Perceptions of the testing environments were assessed using an examinee self-report questionnaire. The questionnaire included items that measured individuals’ preference and perception of specific characteristics of the environment, along with demographic information and one open-ended item. Questionnaires were distributed by email to the 210 accredited physical therapy programs at the time, encouraging programs to forward the instrument by email to the most recent class of physical therapy graduates. Two hundred and sixteen respondents completed the study, representing 101 testing centers in 31 states.
Data from these 216 examinees were used to answer four research questions. The first research question focused on the examinees’ environmental preferences for the NPTE testing environment and the relation between these preferences and examinees’ background characteristics (e.g., sex, program GPA, age, online experience, online testing experience, comfort level with online testing, and preferred testing time). A clear preference toward one end of the scale was observed for preferring a quiet room and a desktop area that had a great deal of adjustability. Examinees’ preferences and their demographic characteristics were not strongly related with the seven demographic variables accounting for < 7% of the variability in examinees’ environmental preferences.
The second research question used the data from multiple examinees nested within the same testing center to examine the within- and between-center variability in examinees’ perceptions of the testing environment and their satisfaction with the environment. Results indicated that the majority of the variance in these variables was within testing centers with average between-center variability equal to .032 for the perception ratings and .078 for the satisfaction ratings. Research questions (RQ) three and four explored whether examinees’ background characteristics (RQ 3) and center characteristics (RQ 4) were significantly related to the 12 environmental perception ratings, 12 satisfaction ratings, and two items representing examinees’ perceptions of the effect of the testing environment on their performance and the likelihood they would choose the same center again. In terms of examinee characteristics, age, online testing experience, and comfort with online testing were the most consistent predictors of the various examinee ratings. The most consistent predictors for the satisfaction ratings were examinees’ online test comfort, online test experience, and age. For center characteristics, the newness of the center and the room density of the center were the most consistent predictors of examinee ratings. For satisfaction ratings, the most consistent predictor was the newness of the center. Center newness was significantly related to the outcome variables related to the size, lighting and sound of the center which may reflect changes in building standards and materials.
The results of the study suggest the need for further exploration of the environmental and human factors that may impact individuals taking high stakes examinations in testing centers. Although there may not be an effect on all examinees, there may be subsets of individuals who are more sensitive to the effects of the testing environment on performance. Further exploration of the uniformity of testing environments is also needed to minimize error and maximize potential threats to test security.
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Smith, Joanna. "Can a physical education intervention with Year 2 children influence their perceptions, knowledge, and choices about physical activity? : a research project report." Thesis, University of Canterbury. School of Educational Studies and Human Development, 2003. http://hdl.handle.net/10092/2866.
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The purposes of this study were to examine (a) what views Year 2 hold about
physical activity, (b) how they perceive their own ability, and how much
effort they give, with regard to physical activity, and (c) how they explain the
importance of being physically active. In addition, a physical education (PE)
intervention was put in place to see if it would change the children's
perceptions, choices and knowledge in regard to physical activity. Two
groups of four Year 2 children from a private city school took part in
individual and group interviews before and after the teaching intervention.
Results indicated that the children viewed physical activity, PE and physical
fitness, positively. The children in this study held high self-perceptions of
their ability to do physical activity and sport and attributed their abilities to
previous physical experiences and effort. Before the teaching intervention the
children's knowledge of concepts of health related physical activity were
vague and incomplete. Following the eight-week intervention the children in
this group were able to answer the knowledge questions accurately and in
detail.
9
Simons, Ashley C. "A Relational Investigation: Board-Certified Physical Therapists and Their Knowledge of Anatomy." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1555519751879414.
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Sullivan, Shannon Clabo. "Perceptions of seventh- and eighth-grade girls toward coeducational physical education classes in five middle schools in East Tennessee." [Johnson City, Tenn. : East Tennessee State University], 2003. http://etd-submit.etsu.edu/etd/theses/available/etd-0226103-111100/unrestricted/SullivanS030603f.pdf.
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Willis, Lauren Michelle. "THE EFFECT OF INCREASED PHYSICAL ACTIVITY ON ACADEMIC PERFORMANCE." UKnowledge, 2019. https://uknowledge.uky.edu/edsc_etds/48.
Full textAbstract:
Increased levels of obesity, particularly among American youth, have consistently been cause for concern over the last few decades. Additionally, the amount of time youth spend being active throughout the day has consistently decreased. Physical activity levels among school-aged children in America are effected by any number of reasons, but this study points to the possibility of time spent being physically active during the school day having the greatest effect on a student’s overall level of physical activity. Increased pressures from different entities on local schools to improve student performance on standardized test scores have contributed to a decline in students’ time spent being active during the school day. The inverse relationship that exists between levels of obesity and amount of time spent being active is a call to action and cause for more research in this area if a solution is to be reached with the obesity epidemic in America.
The purpose of this study was to investigate the effects of increased physical activity on the academic performance of elementary students in a rural, Central Kentucky community. Academic performance is an overarching term that encompasses academic achievement through standardized testing, academic behavior, and cognitive skills and abilities. Ninety students in 4th and 5th grade with an average age of 10 from one elementary school participated in the study.
After obtaining parental consent and students’ verbal consent, students were divided into two intervention groups and one control group. Each intervention group received extra physical activity for three days a week for four weeks. Activity for students was measured with an EKHO MVPA accelerometer for the duration of each activity session during their respective intervention weeks. Standardized test scores were obtained through the school’s measure of academic progress (MAP) assessment. Student behavior was assessed through direct systematic observation and teacher-based questionnaires. Finally, the STROOP color word test was used to measure student’s cognitive processes and executive functioning skills.
The results from the STROOP color word test provided evidence of a significant relationship between physical activity and cognitive skills (ttest1=2.63, p < .01, ttest2=7.14, p < .001). Additionally, the teacher-based questionnaire demonstrated a significantly positive relationship between physical activity and student behavior (t = -2.65, p < .01). Boys were significantly more active than girls (tfemale = -2.71, p < .01). There were also significant correlations between females and the teacher-based questionnaires, the white race and the STROOP color word test, and the white race and on-task behavior. No significant relationships were found between physical activity and overall academic performance or academic achievement.
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Pratley, Sharyn. "Students' perceptions of the influence of the sport education model on their sport thinking and actions : research project report." Thesis, University of Canterbury. School of Sciences and Physical Education, 2006. http://hdl.handle.net/10092/2932.
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A well established curriculum model which some claim has a socio-cultural component is
the Sport Education model (Siedentop, Mand and Taggart, 1986). Others suggest that this
model, with development, could be an appropriate vehicle for socio-critical learning
outcomes that have lifelong meaning and value (Penney, Clarke and Kinchin, 2002,
Taggart, 2004).
An interest in developing an understanding of the relationship between the philosophical
underpinnings of a Physical Education curriculum and teaching methods used to facilitate
socio-critical learning outcomes is the motivation behind this research project. Through
interviewing two secondary school students, their perceptions of the influence of Sport
Education on their sport thinking and actions were explored to ascertain if, soci-cultural
and socio-critical learning may indeed be realistic outcomes of the Sport Education
model.
The research provided evidence that students gave a lot of thought to specific incidents
within the Sport Education unit and acted on these thoughts within the unit. Elements of
critical thinking and critical action are evident in the research. Students also reported
thinking about their sport involvement both from a participation point of view and also
about the nature of their involvement, for example helping others, in out of school
contexts. Both expressed intentions of actions they may take in sport out of school due to
the influence of Sport Education. The two students' perceptions of the influence of the
Sport Education model on their sport thinking and sport action has shown that
educational outcomes of a socio-cultural nature can be achieved through the model.
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Matambo, Luyeye Hope. ""Access to tertiary education": Exploring the experiences of women with physical disabilities in Kamwala, Zambia." University of the Western Cape, 2017. http://hdl.handle.net/11394/5850.
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Magister Artium - MA (Women and Gender Studies)<br>Women with disabilities are marginalised in many aspects of societal participation. The
majority of women with disabilities in Zambia do not have access to education and this has
placed them amongst the poorest of people in the country. The study focuses on the
experiences of women with physical disabilities and investigates the challenges they
encounter in accessing education at tertiary level. The study comes at a time when the fight
for gender equality has gained momentum and aims at promoting economic participation for
all members of society without discrimination on the basis of sex or disability. The study
engaged ten participants from a tertiary institution in Kamwala, Lusaka. I conducted a
feminist qualitative research, which focused on the experiences of 19-30 year old female
students with physical disabilities. I used semi-structured interviews in order to collect the
data and drew on a qualitative thematic analysis to analyse the data. All standard ethical
procedures were adhered to, including anonymity and confidentiality with respect to
participants. The results of the study revealed that women with disabilities were often
‘othered’ due to myths and misconceptions that surrounded disability especially in the
African- traditional context. The study also revealed that families played a very important
role in ensuring that women and young girls with disabilities had a strong self-image, strong
self-esteem and a strong sense of self and ensuring that they felt included within the homes
and especially when accessing education. The study further revealed that where family
support was lacking, participants faced challenges in accessing education compared to
participants who received such support. More so, that educational opportunities in Zambia are
generally gendered with more males than females in the education system, across the multiple
levels. Access to the tertiary level for this group of women is compromised because
challenges in accessing education start at the lower levels and have spill over effects in to the
higher levels of education. Financial challenges experienced by women with disabilities and
their families also led to fewer women with disabilities being able to participate in schooling.
This is because where there were limited resources within the family, women, and girls with
disabilities getting an education was not an option.
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chic-laun, Chang, and 張秋煉. "Research of Elementary Physical Education on Physical Fitness." Thesis, 2001. http://ndltd.ncl.edu.tw/handle/17680094441207930138.
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碩士<br>臺北市立師範學院<br>國民教育研究所<br>89<br>The purpose of this research is to investigate the effects of a non-traditional physical education teaching on elementary students’ physical fitness. A total of 200 sixth-grade students from six classes participated in this research. The subjects were randomly assigned to 2 groups with an average weight of 43.74kg and an average height of 149.31cm. The experimental group, an average age of 12.02, follows the “Sport Education Model” developed by Siedentop. The control group, an average age of 11.94, follows the traditional physical education system. The experimental period lasted 8 weeks for both groups.
In order to see any difference in physical fitness between the two groups after 8 weeks of training, the subjects in both groups were measured in the physical fitness criteria set out by the Ministry of Education before and after the experiment..
After 8 weeks of being in the program, the result shows that:
1.The students’ muscular endurance has improved significantly
2.The students’ cardiovascular endurance has improved significantly
3.The students’ flexibiltly has improved significantly
4.The strength of the student’s muscles has improved , however , it doesn’t show a significant result statisticaally
5.The body composition has improved significantly
15
Lin, Ji-Siang, and 林己翔. "Character Education into Physical Education Teaching Action Research." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/ps47mp.
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碩士<br>國立東華大學<br>體育與運動科學系<br>102<br>Abstract
This study investigated curriculums that incorporating physical education teaching into character education in order to improve children’s abilities in practicing character education. This is an action research, and the subjects were fourth-grade students in an elementary school in Taipei. Research methods included literature review, data compiling, and analysis of practical teaching and teacher-student interactions.
The findings were as follows:
1. Learning efficacy of character education into physical education teaching
(1) Learning efficacy regarding “team cooperation”: during activity processes,
children learn to solve problems by teamwork and cooperate to reach goals collectively.
(2) Learning efficacy regarding “respect”: children can learn about appropriate
emotional expressions in groups, and avoid disputes and conflicts between each other. (3) Learning efficacy regarding “self-discipline”: children can notice their personal
behavior, learn to restrain their misconduct, and let personal behavior meet the group norms.
2. Researcher’s reflection and development
(1) Teaching practices and professional development: after continuous
“reflection-introspection,” the researcher could ponder and contemplate the teaching process and discussed observed events with peers.
(2) Reflection on teaching activities: The researcher probes into curriculum design to make the physical education teaching simpler and pleasurable while teaching.
(3) Understanding the influence of character education on children: children adopt
positive learning spirits and learn to respect others, self-discipline, obedience, and teamwork, instead of learning from mistakes.
3. Efficacy of curriculum design in character education
(1) Physical education teaching can bring positive behaviors in children: by virtue of ball games, children learn to respect and cooperate with each other, and develop
rule-abiding and obedient attitudes.
(2) Physical education teaching is students’ favorite activities: physical education can make traditional teaching skills more pleasurable, thus inciting students’ learning motivation and increasing their learning efficacy.
Keywords: physical education teaching, character education, action research
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Lee, Ya-Yen, and 李雅燕. "The Research of Application to Fitness Education Model in Elementary School Physical Education Curriculum – An Physical Education Teacher’s Action Research." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/52523855103176242891.
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碩士<br>國立臺中教育大學<br>體育學系碩士班<br>96<br>Abstract
The purpose of this study was to inquire applying Fitness Education Model to elementary school physical education class that improved students physical fitness and developed an active lifestyle. The participants of this research were 19 boys,18girls Pan-Sin Elementary school, sixth grade, “healthy class”, researcher was the P.E teacher. School documents and video observation were used to collect data and qualitative inquiry to analysis. The researcher planed 15week-long Fitness Education Model teaching materials, to improves students physical fitness and lifestyle. The whole process was to improve curriculum, overcome teaching problem, let it Elementary School fit for curriculum. The followings were conclusions of this study:Increasing students physical fitness: From fitness test and Fitness Education Model teaching discovered most students physical fitness were increased. Developing an active lifestyle: Form increasing students physical fitness, most students written an their healthy management sheet revealed analysis and correlate to prove an active habit in their daily life. Students accepted Fitness Education Model curriculum: Form injury prevent worksheets, healthy management sheet and video observation to know students loves P.E classes, especially injury prevention section. The researcher penetrates the findings the analysis, the self-introspection, the revision, improves the curriculum and teaching.
Keyword: Fitness Education Model、Physical Education Curriculum
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CHANG, CHIA-FENG, and 張家鳳. "Research on Risk Management of Physical Education." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/36519167918876108068.
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碩士<br>國立體育大學<br>體育推廣學系<br>105<br>This study is based on the research of "risk management of physical education teaching", and adopts literature analysis method and semi-structured interview method. The research scope is the sixteen public and private college colleges in Taoyuan area. The purpose of this study is to explore the risk connotation and risk of physical education Source and risk strategy management, and comes down to the following conclusions: (1) The physical education teaching teachers, students, teaching materials, equipment and equipment, teaching objectives and other five elements of the interaction, if the physical education results failed to achieve the desired benefits or even damage, which is the risk of physical education. In the university stage of physical education curriculum must promote the physical and mental development of students, the establishment of students in the future healthy lifestyle and the development of regular movement of the population, if this purpose can not be achieved in the course of physical education, physical education is the risk. (2) The risk source of physical education is divided into five categories: people, things, time, land, and so on. All the risk sources of PE teaching elements will cause the difference between the results of physical education teaching and the expected results. In identifying the risk type and analyzing the risk source After that, the above risks will be managed and appropriate risk management strategies will be selected to reduce the risk of physical education and improve the effectiveness of physical education. (3) The risk strategy for each factor is chosen as follows: "PE teacher" chooses to transfer risk strategy; "student", "site facility and equipment", "teaching target" choose to reduce risk strategy; "teaching material" choose to retain risk strategy. Researchers for the college physical education units, physical education teachers, sports authorities and follow-up research recommendations: (1) Enhance the value of sports, to promote the school's attention to physical education. (2) Physical education teachers must adjust the individual teaching methods and students two-way interaction and continue to enhance the professional teaching ability, in order to achieve successful physical education. (3) For the improvement of physical education to have relevant incentives to encourage schools to build quality sports teaching quality. (4) In the face of the increasingly serious situation of decreasing birth rate, it is suggested that follow-up study can be used as a target for students to explore the relevant research on "physical education".
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劉文群. "The research of elementary school students' physical self-concept, physical education attitude, and physical education outcomes in Taipei." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/04100756101068906398.
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何嘉娥. "The Research on Innovative Teaching of Physical Education." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/98392570573760800182.
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碩士<br>中華大學<br>科技管理學系<br>104<br>Facing the trend of twelve-year compulsory education on curriculum reformation, traditional physical education had to develop a new look for keeping pace with the trend of creativity and innovation. However, the creativity was not something out of nothing, which required basic knowledge and skills to further innovation. Therefore, innovative teaching of physical education was not only the concept of advocacy, but also the practical action to create a high quality for learning environment, and to enhance the students’ potential by encouraging them to participate physical activities.
This study conducted the discussion of innovative teaching of physical education after literature review with four aspects: "teaching rationale", "curriculum material", "teaching method" and "teaching assessment". First, fourteen measurement indicators from four aspects were selected by Fuzzy Delphi Method (FDM). Second, through the expert questionnaire, the opinion of various relevant influence factors were obtained. Finally, this study employed Decision Making Trial and Evaluation Laboratory (DEMATEL) to analysis and discuss the measurement indicators of innovative teaching of physical education; also to assess the connection and causality between each aspect. The results were as the following:
The core measurement indicators influenced innovative teaching of physical education were: “innovative teaching belief” and “innovative teaching attitude” in the aspect of teaching rationale; “innovative teaching material” and “ material relevance” in the aspect of curriculum material; “multiple teaching” in the aspect of teaching method; and “review teaching effectiveness” in the aspect of teaching assessment.
The indicator with driving factor was "acquirement for new knowledge" in the aspect of teaching rationale.
The independent factor was found within “material supplement” in the aspect of curriculum material, “information management” in the aspect of teaching rationale, “multiple assessment” and “assessment relevance” in the aspect of teaching assessment.
The impact factor was only found within “teaching flexibility”, “innovative teaching strategy” and “teaching relevance” in the aspect of teaching method.
Among the seven assessment criteria with the core influence factor and the driving factor, the aspect of teaching rationale had much larger proportion than other aspects.
Keywords: innovative teaching, innovative teaching of physical education, Fuzzy Delphi Method, Decision Making Trial and Evaluation Laboratory
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Chen, Chun An, and 陳俊安. "Research on Health-Related Physical Fitness and Physical Education Attitude of Physical Education Course in Taipei Elementary School Student." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/59444798981810270293.
Full textAbstract:
碩士<br>臺北巿立體育學院<br>運動教育研究所<br>94<br>The purpose of this study was to investigate the relationship between students’ health-related physical fitness and the attitude toward physical in Taipei Public Elementary Schools. The data of this study were collected by the method of questionnaire investigation and took the students in Taipei Public Elementary Schools as the sample. Valid questionnaires were 801 copies out of a total of 900 with valid response rate of 89%. The data were statistically compiled and analyzed by descriptive statistics, independent sample t-test, one-way ANOVA, Scheffe’s posterior comparisons, Pearson’s product-moment correlation and stepwise multiple regression analysis. The results were as follows:
1. The study indicated that Taipei Public Elementary School students’ attitudes toward physical were fairly good. In the aspect of health-related physical fitness, their records in Body Mass Index, Bent-Knee Sit-Up per minute, Modified Sit & Reach Test were better than those of national same age students, however, their records in 800 meters running and Hexathlon Test were relatively lower.
2. In the aspect of attitude toward physical, male students were better than female students, fifth grade students were better than sixth grade students, students participating the sports teams or organizations were better than those not participating, and students receiving the A score in sports were better than those receiving A-, B, C, D scores.
3. In the aspect of health-related physical fitness, male students were better than female students except for the flexibility, sixth grade students were better than fifth grade students, students participating the sports teams or organizations were better than those not participating, and students receiving the A score in sports were better than those receiving A-, B, C, D scores.
4. Taipei Public Elementary School students’ health-related physical fitness and the attitude toward physical showed the significant difference. Therefore, the attitude toward physical could effectively measure the health-related physical fitness, which includes the items of Bent-Knee Sit-Up per minute, Modified Sit & Reach, 800 meters running, Hexathlon Test, and so on.
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WANF, NIEN-SHIH, and 王念石. "An Action Research of Experiential Education Applied in College Physical Education." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/pb6vfj.
Full textAbstract:
碩士<br>亞洲大學<br>休閒與遊憩管理學系碩士在職專班<br>107<br>Adopting action research method, this study is a teaching action plan for implementing physical education courses in university. This experiential education course conducts 10 weeks and conducts action research on the implementation of the experiential education course for the freshman compulsory physical education curriculum in mainland China.
The purpose of this research :
1. The Experiential Educational activities into the Chinese students in the first major compulsory physical education curriculum, through the experiential educational learning methods, so that freshmen can adapt to university life and team work.
2. Explore the impact of this course as a compulsory physical education course for college students.
The research was conducted by 40 university freshmen. After the course design and revision, the course was conducted in 10 weeks. In addition to the researcher and observation records and the student's study notes, interviews with students and collaborative research were conducted. Conduct a review and course implementation meeting. Through the above records, notes, interviews, verbatim drafts and other qualitative materials, after analysis and induction, the research results were as follows:
1. This program of experiential education help students integrate into university life.
2. This program of experiential education helps students learn team work and team learning.
3. The implementation process of this action research can promote the growth of teachers.
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Shen, Wen-Tsai, and 沈文再. "RESEARCH ON THE LEARNING EFFECTSOF TEACHING IN PHYSICAL EDUCATION." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/08044671020786802926.
Full textAbstract:
碩士<br>國立臺灣體育學院<br>體育研究所<br>93<br>The purpose of this study were to examine the physical fitness education model and analyze its influences on the ability of the students to learning effects and their level in physical fitness . By six grade 30 students as research objects from Tainan's Cheng Hsing Elementary School. The research methods of action research and observation law were used as follows:daily instruction journal , interview sessions , student records , published journals , minutes of meeting and other relevant documents.By using the triangle examination method . Examine the nuclear reliability and consistency of correcting the materials. And through the test of cognitive,psychomotor and the constructing examining of the satisfaction , movement attitude and physical education attitude . These were done for the purpose of descriptive statistics and T-test to appraise the situation of changes for cognitive and psychomotor, and the physical education attitude , and movement attitude before and after teaching . The results obtained are as follows:
1.In the test of physical fitness , BMI , flexed leg sit up , standing broad jump and 800m jog-walk were statistically significant (P＜.05) . The result of sit and reach has the progress , but not reveals the difference.(P=.054＞.05)
2.In the learning effects commenting of cognitive, every unit all reaches the difference before and after the teaching process.
3.In the physical education attitude , there were no significant differences in "cognition" , "emotion" and "behavior tendency" , before and after the teaching process . On the aspect of Scale , "cognition" is the highest , and then , in sequence , "emotion" , and"behavior tendency".
4.In the learning effects commenting of psychomotor, every unit all reaches the difference before and after the teaching process.
5.The student’s satisfaction of physical education was high . But the satisfaction of"the location equipment" and "the school administration" were lower .
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Fan, Fu-Chiang, and 范富強. "Action Research on Gender Equity in Physical Education Curriculum." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/90611146606434327075.
Full textAbstract:
碩士<br>國立臺灣師範大學<br>體育學系在職進修碩士班<br>100<br>In design, planning, and implementation of physical education curriculum, teacher should treat student equally under teaching scenarios. When designing and implementing cooperative learning in physical education by action research, differences of expectation and treatment due to gender differences should be eliminated, and equity learning opportunities to students who participate in the program should also be provided. This study modified activity rules, number of students and gender of students. This study aimed to investigate gain and reflect of teachers, and students after the implemented program which was integrated with gender equity education. Fifty-two seventh and eighth graders ( 26 females students and 26 males ) in one junior high school in New Taipei City served as participants. After eight-week with 32 lessons, through participation observation, questionnaires, and interview, it was found that (1) after integrating gender equality into physical education, gender stereotype was eliminated, (2) gender values was established and sports participation and skill were enhenced, (3) physical education teacher can perform diversified teaching profession by designing, planning, and implementating of gender equity curriculum.
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Neng, Lin Yung, and 林永能. "An Action Research of Sports Education Model in Elementary School Physical Education." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/54949442768825781687.
Full textAbstract:
碩士<br>國立臺中教育大學<br>體育學系碩士班<br>96<br>The purpose of this study was to explore teaching problem and apply adequate teaching strategies to solve the problem for actualizing of Sports Education Model and increase teachers’ professional development further via the process of action research. The researcher was also the teacher for this research. Thirty students, fourteen for boys and sixteen for girls, in Fifth Grade Class ” Energy ” of Rih-Chu Elementary School were conducted for twelve periods of Tchoukball teaching in Sports Education Model. Data was collected by qualitative methods including participant observation, in-depth interview, document analysis and research diary. The conclusion was made as follows:
1. To use the characteristic of Sport Education Model to improve the
students’ role play and the question of team work.
(1)The striving goal of the best role play, to improve sexual
exclusion and unsatisfied role playing, instead, members will
help each other and enjoy the role playing.
(2)To use teamwork award in teaching strategies, it will be
cohesively and harmoniously for the team work, all of the members
will able to participate in a game and enjoy a pleasure team
atmosphere.
(3)Teacher amends rules, each student has chance to participate in a
game, repulsive members will get identification and acceptance
with others, and they will feel a joyful atmosphere at the same
time.
2. Makes good use of teaching strategy, to lift the ability of
students’ role play and to adjust wrong behavior.
(1)A teacher use oral hint, inspection and feedback in procession,
reward system and remedial instruction in teaching strategies,
the coach will be able to practice his offensive and defense
strategy, the administrator will be able to take advantage of his
role and a judge will be able to elevate his self-confidence .
(2)A teacher makes good use of teaching strategies of inspection and
feedback in procession, approachable manners, a repulsive member
can get teams’ recognition and self-identification, to increase
learning confidence.
(3)A teacher makes good use of teaching strategies of expectations
and sharing feeling, student will understand the process more
important than championship, from the extrinsic reword to
intrinsic motivation to strive to look for teams’ victory.
(4)A teacher change the process of teaching strategies, to increase
the students’ activity time, teachers’ time control more
flexible, every squad can practice automatically will extend
learning longer.
Keywords:Sports Education Model, team work, action research,
teaching strategies
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Farias, Cláudio Filipe Guerreiro. "Teaching in Physical Education: A Year-long Action Research in Sport Education." Doctoral thesis, 2016. https://repositorio-aberto.up.pt/handle/10216/85600.
Full text
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Farias, Cláudio Filipe Guerreiro. "Teaching in Physical Education: A Year-long Action Research in Sport Education." Tese, 2016. https://repositorio-aberto.up.pt/handle/10216/85600.
Full text
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Kuo, Yung-San, and 郭仰三. "Research on Physical Education Attitude and Learning Achievement of Physical Education Course in Kaohsiung Senior High School Student." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/54849418031503803270.
Full textAbstract:
碩士<br>臺北巿立體育學院<br>運動科學研究所<br>94<br>Abstract
The purpose of the present study was to (a) examine the status of physical education attitude and learning achievement of physical education course in public senior high school student within Kaohsiung area; (b) compare the differences among selected demographic variables on physical education attitude and learning achievement of physical education course in Kaohsiung public senior high school student; (c) identify the relationship between physical education attitude and learning achievement of physical education course in Kaohsiung public senior high school student; (d) investigate the predication variable for learning achievement of physical education course by physical education attitude. The questionnaires were utilized for data collection including (a) Demographic Information Sheet; (b) Physical Education Attitude Inventory, and (c) Learning Achievement of Physical Education Course Inventory.
The population was Kaohsiung Public Senior High Schools, and the sample was 810 people selected from twelve schools in twelve districts of Kaohsiung Each school was used thirty questionnaires and students were randomly selected from first, second, and third grade in the each twelve schools. From the survey returned, were coded. Descriptive statistics, independent sample T-test, one-way ANOVA, Pearson Product-Moment correlation, and multiple regressions were computed for data analysis.
The results indicated that (a) the grades in physical education attitude and physical learning achievement were between meddle and high position; (b) the significant differences were found on physical education attitude by gender, grade, be the team or not, parent’s attitude to support sport, and different education achievement; (c) the significant differences were found on physical education learning achievement by gender, grade, be the team or not, parent’s attitude to support sport, and different education achievement; (d) physical education attitude and physical education learning achievement were positive relationship significantly; (e) cognitive attitude, affective attitude, and active intention can predict physical education learning achievement effectively.
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Sung-Hao, Huang, and 黃嵩豪. "Research on Physical Education Attitude and Learning Achievement of Physical Education Course in Taipei Junior High School Student." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/78891511846009201106.
Full textAbstract:
碩士<br>臺北巿立體育學院<br>運動科學研究所<br>93<br>Abstract
The purpose of the present study was to (a) examine the status of physical education attitude and learning achievement of physical education course in public junior high school student within Taipei area; (b) compare the differences among selected demographic variables on physical education attitude and learning achievement of physical education course in Taipei public junior high school student; (c) identify the relationship between physical education attitude and learning achievement of physical education course in Taipei public junior high school student; (d) investigate the predication variable for learning achievement of physical education course by physical education attitude. The questionnaires were utilized for data collection including (a) Demographic Information Sheet; (b) Physical Education Attitude Inventory, and (c) Learning Achievement of Physical Education Course Inventory.
The population was Taipei Public Junior High Schools, and the sample was 1080 people selected from twelve schools in twelve districts of Taipei. Each school was used thirty questionnaires and students were randomly selected from first, second, and third grade in the each twelve schools. From the survey returned, 992 were coded. Descriptive statistics, independent sample T-test, one-way ANOVA, Pearson Product-Moment correlation, and multiple regressions were computed for data analysis.
The results indicated that (a) the grades in physical education attitude and physical learning achievement were between meddle and high position; (b) the significant differences were found on physical education attitude by gender, grade, be the team or not, parent’s attitude to support sport, and different education achievement; (c) the significant differences were found on physical education learning achievement by gender, grade, be the team or not, parent’s attitude to support sport, and different education achievement; (d) physical education attitude and physical education learning achievement were positive relationship significantly; (e) cognitive attitude, affective attitude, and active intention can predict physical education learning achievement effectively.
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LIN, Shih-Chieh, and 林士傑. "The Action Research of Using Cooperative Learning in Physical Education." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/63227666915570887543.
Full textAbstract:
碩士<br>國立臺灣師範大學<br>體育學系在職進修碩士班<br>101<br>The purpose of this study is to investigate the possible challenges that teachers may face, the problem–solving strategies for those challenges, and the self-reflection for the teachers when applying the cooperative learning strategies in physical education. There are 23 research participants (10 males and 13 females) in this study who are in the same class and have been taught by the researcher for two years. In this study, the researcher analyzes the results of the participants’ learning worksheets, questionnaires, in-class video filming and interview records to explore the improvements in participants’ learning processes. Also, the researcher uses teacher’s journals to self-reflect and discover flaws and problems in his teaching strategies.
This action research lasted for nine weeks and the research data are collected from students’ worksheets, questionnaires, interviews and teacher’s journals. The results show that cooperative learning has many positive effects on Physical Education. For example, cooperative learning not only helps students learn how to cooperate with others, share their opinions and accept different perspectives, but also enhances students’ learning motivation. On the other hand, it enables the teacher to advance professional teaching knowledge by observing students’ feedback and learning difficulties and subsequently improving his/her teaching skills and strategies. The study indicates that students show disagreement on group discussions and grading policies, but this problem can be improved by modifying teaching strategies. In addition, the study shows that teachers can strengthen their abilities in self-reflection and teaching and students can learn better as well. Last, the researcher has also made great improvements in teaching by using action research to point out problems, propose hypotheses, solve problems and observe the results.
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Tsao, Bi-Er, and 曹碧娥. "The Research on The Risk Management of School Physical Education." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/53020299772463120092.
Full textAbstract:
碩士<br>國立體育大學<br>體育推廣學系<br>103<br>National healthy body and mind is the root of all competitiveness, there are many ways to enhance the competitiveness of countries, and through the inspiration of school sports, implementation of risk management strategies of physical education in schools, to holistic health, is one of the fastest and most effective way. Taiwan's rapid economic growth and social changes of speed, national lifestyle changes, health knowledge and the environmental awareness increased, also made a change to develop the concept and importance of lifelong sport. So school physical education is the initial developed site for students to learn motor skills, sports ethics and to develop a regular exercise habit. It has been a cradle of social sports, it is very important for overall development of the national sport. However, many potential accident risks in schools ' physical education, it must be reduced to the minimum needs a good crisis management strategy. This paper attempts to qualitative research the literature analysis and in-depth interviews as a
method to explore the connotation of school physical education and the status of risk management. Application of risk management strategies for school physical education, after depth to submit response strategies school physical education, let the school physical education smooth and safe prophylactic injuries and the risk of making school sports teachers and school administrative unit thereby does the four implementation of risk management strategy; Reserve risk, risk reduction, risk transfer, risk-averse, and sequential processing of accidents that have occurred to avoid unlimited expansion of unintentional injuries, ensure that people, things, time, land, safe and secure for the ultimate goal of this research.
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Che-Wei, Chang, and 張哲瑋. "Research of traditional physical education of Truku tribe in Taiwan." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/8zd5uk.
Full textAbstract:
碩士<br>國立臺東大學<br>體育學系碩士班<br>100<br>The purpose of this reseach is to trace back the conent of the traditional exercise of Truku trible. This research applies Document Anslysis and the Field Study to collect the relevant data to organize, analyze, conclude andinterpret.
Conent of the truku traditional exercise are dance, archery, carrying heavy item, striking rice, wrestling, pulling a bamboo, sawing the branch off.
There are five funcations of the truku traditional exercise. The fisrt funcation is education. The second is athletics.the third is to make you body stronger. The fourth is to bind truku people together. The last is cultural.
There are three proposals to Hualien county government.the first is to compile a textbook of Truku traditional exercise. The second is to set up the website of Truku traditional exercise.The last is to set up a public park of Truku traditional exercise.
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Lai, Chun-Liang, and 賴君亮. "An Action Research on Applying Differentiating Instruction to Physical Education." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/q5bhrn.
Full textAbstract:
碩士<br>國立彰化師範大學<br>教育研究所<br>107<br>The purpose of this study was to explore the students’ attitude towards physical education, the effectiveness of skill learning of physical education, and the teachers’ professional growth through applying differentiated instruction into physical education. The participants included 28 seventh-grade students and conducted a 10-week action research study. During the study period, the data were collected by teachers’ reflection diary, classroom observations, student interviews, student learning feedback sheets, and questionnaire. The research findings are as follows: (1) applying differentiating instruction to physical education helps to enhance students’ positive learning attitude; (2) applying differentiating instruction into physical education can effectively improve the effectiveness of technique of physical education; (3) The process of implementing differentiated instruction helps the teacher professional growth. Based on the above research findings, the researchers provided relevant suggestions as a reference for promoting the integration of differentiated instruction into physical education in the future.
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Liu, Tung-Ning, and 劉東寧. "The Citation Analysis Research of The Journal of Physical Education in Higher Education and The Physical Education Journal from 2007 to 2008." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/24603565220460815720.
Full textAbstract:
碩士<br>中國文化大學<br>運動教練研究所<br>97<br>Purpose: To investigate the citation situations of the papers published by the Journal of Physical Education in Higher Education and the Physical Education Journal from 2007 to 2008 and made a comparison. Methods: A total of 168 papers, 3772 references were the objects of the study, and citation analysis was the study method. Descriptive analysis, percentage analysis and Chi-square test were used to examine the data. Results: They showed the situations of distribution of the references of the two journals. There were the situations of “self-citation” in both journals' papers, which were 33.0% and 28.4%. The most cited language of the papers was English. There were more doctoral dissertations or theses (including the technical reports) cited from the National Taiwan Normal University and the National Taiwan Sport University (Tao-yuan) in the two journals' papers. Conclusions: To investigate these references will let us understand the situation and tendency of the literature citation in the academic field of sport.
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Yang, Wen-Tsai, and 楊文財. "A Research on Military School Students'' Learning Satisfaction of Physical Education." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/12106711095578095480.
Full textAbstract:
碩士<br>臺北巿立體育學院<br>運動科學研究所<br>92<br>The purpose of this research is to discuss as follow: (1) To understand military cadets’ satisfaction towards physical education classes. (2) To understand the difference between military cadets in different environment backgrounds. The information provided for this research is from self-designed surveys and the surveys include the following information: (1) Demographic information sheet (2) Students’ learning satisfaction of physical education questionnaire. The primary group for this research is on the basis of military cadets. This research uses stratified sampling of 1~4 grades throughout 7 military academies. Each is chosen 60 students that totals to 1680 cadets. 1680 copies were sent out and 1540 were qualified for the research, which ends with a qualification rate of 91.6%. Descriptive statistics, independent sample t-test, One-way ANOVA and scheffe’s method were compnted for data analysis. The total conclusion of this research is as follows: (1) the majority military cadets are satisfied with physical education classes.
(2) Male military cadets have a higher rate of satisfaction than female cadets. (3) All the analysis shows that the junior students have higher learning satisfaction. (4) Those who attend sports clubs have a better performance than others.
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SHU, HWU WEN, and 胡仁書. "Innovation of Instructional Programme of Physical Education Quality Management： Physical Education of Action Research on Chung Shan Industrial and Commercial School." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/7su574.
Full textAbstract:
碩士<br>康寧大學<br>休閒管理研究所<br>104<br>If physical education teachers don't want to change teaching methods, Have been using Ministry of education planning boring textbooks, Students and parents will deny the value of physical education, Physical education teachers also don't agree that the value of physical education in education systems. Physical Education is a moral, intellectual, social and aesthetic through the body rendering results. Physical education is important for the students ' future development, Therefore this study aims to design creative programme engage students interest. This study uses action research method in teaching environment for education and research. On the subject of "research" to improve education "resolution", Study 12 class of students of teach of researcher in the first semester in 104 year. Through the quality management procedures and processes to analysis of factors affecting the quality of teaching. Use quality tools find out why students do not like physical education, including histograms, check lists, Plato, Fishbone diagrams, Design teaching programmes and implementation it. then using interviews and feedback to confirm the effect of teaching. Check programmes plan implementation and improvement. Continue to identify new issues, and continuing improvement into the next cycle. This study success for flipped physical education classroom, create innovative and interesting physical programme, Increase the motivation of students to participate in sports. Students reach the aims achieve happy and changed views on physical education also looks forward to a greater variety of sports programs in the future. Researcher is humble teacher in physical education, using innovative teaching programme to enhance students learning motivation in physical education, access to physical and mental health, and contribute effectively to the development concept of lifelong sports.
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Houng, Sun-Young, and 黃順盈. "Research of Junior High School Students’ Perception on Physical Education Teachers’ Style, the tmosphere of Physical Education Class and Students’ Creativity." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/30806595887098669115.
Full textAbstract:
碩士<br>臺北巿立體育學院<br>運動教育研究所<br>99<br>Purpose of this study is to explore the related studies on teaching style of perception sports teacher, atmosphere in physical education class and creativity for the junior high students. In addition, the prediction capability for student creativity exerted by the teaching style of perception sports teacher and atmosphere in the physical education class is also explored as well. Questionnaire survey was used in this study. Random sampling method was employed in selecting junior high students from eight schools of east, west, south and north districts of Taipei City. There were 600 query sheets disseminated and 500 of them were rated as effective returns with 83.3% of return ratio. Research tools comprised three parts specifically in testing tool area: First, the preference scale for teaching style of the physical education teachers perceived by junior high students in Taipei City; Second, atmosphere scale for junior high physical education class; Third, Scale for Williams creative thinking activity testing. All data acquired underwent further statistical analyses such as descriptive statistics, independent sample t test, Multivariate Analysis of Variance (MANOVA), scheffe post hoc analysis and Multiple Stepwise Regression Analysis, etc. Findings of this study are as follow:
1. The differences between atmosphere of physical education class and creativity by different preferences towards teaching styles of the teachers reached the level of significance only in the conflict aspect. And the scoring for “conflict” guided by the teachers was better than that guided by groups. The rest of dimensions did not reach the level of significance.
2. There were no significant differences observed between interactive dimensions from atmosphere of physical education class and creativity resulted from the teaching styles of perception sports teachers towards junior high students with different physical education performance scores.
3. There were no significant differences observed between interactive dimensions from atmosphere of physical education class and creativity resulted from the teaching styles of perception sports teachers towards junior high students as opposed to the genders of physical education teachers.
4. As for the prediction capability for creativity by the preference towards the teaching style of physical education teacher and atmosphere of physical education class, the studies showed that the “classmate support” dimension within the atmosphere of physical education class did have the prediction capability towards student creativity.
From the findings of this research, it is recommended that physical education teacher can hone the students’ mutual affirmation and support in the class atmosphere, render students in the class with more performance in the creativity aspect. Thus, it can be expected that with the physical education curriculum planning and the implementation by physical education teacher, it can be more effectively in the aspect of inducing the students to display their creativities, ultimately, this can render the professionalism of physical education teacher be much more appreciated and affirmed than ever.
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CHU, CHENG HUI, and 鄭慧珠. "Action Research of Adapted Physical Education for Raising the Physical Fitness of a Student with Multiple Disabilities." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/50036382698087677436.
Full textAbstract:
碩士<br>國立臺北教育大學<br>特殊教育學系碩士班<br>98<br>The objectives of this study were to help a student with multiple disabilities participating in physical education in ordinary class and improving her physical fitness via adapted physical education. Video, photograph and group discussion were carried out to understand the educational effects and help improving the educational qualities. Physical fitness of the subject was measured every month to show the differences after the adapted physical education performed.
A series of physical education activities were designed and used in this study for ordinary and multiple disabilities students, including a tug of war, foot-softball, ball throw, floor exercise, rope skipping, and et al. The activities or procedure of Physical education were adapted based on the responses of the students. In addition, increased and adjusted human resources and propagated advertisement in special education to help the progress of inclusive adapted physical education at school.
Overall, the results found in the study could be summarized as follows: 1. Adapted physical education could reach satisfied effects if the physical activities were adapted and taken into account of the student’s needs and performance level. 2. Adapted physical education program should not focus only on the participation, but should also consider that student can have opportunity to establish sense of achievement and to obtain confidence. 3. The activities should be interesting enough in order to increase the acceptance by peers for student with multiple disabilities. 4. Adapted physical education could help student with multiple disabilities to make progress in physical fitness. 5. Through the reflection across this project, the researcher improves teaching techniques in adapted physical education.
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許銘松. "Research of Physical Education Teaching For Mentally Impaired Students in Elementary Schools." Thesis, 2000. http://ndltd.ncl.edu.tw/handle/72786239802572694873.
Full textAbstract:
碩士<br>國立體育學院<br>體育研究所<br>88<br>Research of Physical Education Teaching For Mentally Impaired Students in
Elementary Schools
ABSTRACT
The purpose of this research was to understand the physical education of mentally impaired students in Taiwan’s elementary schools. The conclusion of the research can be served as suggestions which might provide help for the physical education teachers in elementary schools
The participants of the research are 1546 teachers from 490 elementary schools. A questionnaire concerning physical education teaching for mentally impaired students in elementary schools. I wrote the questionnaire myself. After receiving the returned questionnaires, I gathered the information, using statistics and the conclusions are listed below:
A. Physical Education Teaching Condition in Elementary Mentally Impaired Classes:
Most of the physical education teachers took 20 units of special education, most of them are graduates from special education departments. Most of them never attended adapted physical education seminars. In the question of the method of physical education teaching, the higher percentage of the response was to put all the mentally impaired students in one class. The goal of teaching was modified by teachers according to curriculum standard goal. Most of the teachers designed progress schedule and teaching plan for each student individually.
The selection of teaching material, most of teachers used the material written by themselves, with the help of material for mentally impaired students. The content of teaching, most of them used physical exercise and ball games. The place of the classes, most of them used the grounds of the schools, most of them used the playground, perception-motor classrooms and track fields. In the question of non-obstruction facilities, most of them responded the facilities is few, most of the facilities are ramp in entrances and exits. The grading, most of them used perception, skill and affectation which is based on individual education program. Teachers observed a student’s performance then gave grading.
B. The most difficult problem for teachers teaching mentally impaired students in elementary schools is students, the next was the location for teaching, teaching material, teachers, the goal of teaching, teaching schedule. The least problem was grading.
C. Suggestions from teachings in mainstream physical education
a. Students: If the students’ level of mentally impaired was not too severe, some students can go to regular classes. Students in regular classes must accept these students.
b. Teachers: Teachers in regular classes must take special education classes and adapted physical education classes. Teachers must work together with teachers in mentally impaired classes and accept these students from their hearts.
c. Schools: Schools must have non-obstruction facilities. Schools must have good teaching material and equipment.
d. Administration in Schools: Provide opportunities for teachers to receive further education. Provide inclusion physical education observation and seminars. Include the expenses for teaching facility and resource in the budget. Set up evaluation standard and teaching method of the curriculum.
Key words：elementary school、mentally Impaired
Classes、physical education teaching.
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Chiu, Meng-Yueh, and 邱孟月. "Super3 Model Integrating into Elementary Hygienic and Physical Education: An Action Research." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/25286886674945881368.
Full textAbstract:
碩士<br>國立嘉義大學<br>教育科技研究所<br>95<br>The purposes of this study are threefold, first, to develop an integrated information literacy elementary hygienic and physical education curriculum on the basis of Super3 model; secondly, to investigate students’ performance; third, to find obstacles and solutions for implementing this curriculum. Super3 model is composed of three phrases: plan, do, and review. The curriculum lasts for 8 weeks and the action research is used as a framework in this study. Data are gathered through the overlapping methods of participatory observation, interview, document analysis, as well as surveys in this study. The major findings of this research were as following:
1.Due to the focus of this action plan is synthesis, the instructional contents is more cognitive oriented. However, whether Super3 teaching model is suitable for enhancing psychomotor learning in hygienic and physical education, there is need to further investigate this problem.
2.Owing to the lack of prior experience of concept mapping learing, it is difficult for the second-grade students in the research to define the problem with concept maps in a short time.
3.Owing to the lack of experience of reading expository articles and selecting the author’s main points, the second-graders’ reading speed is slow. In addition, many students have difficulties in synthesizing information, because of ineffective instructional design of concept mapping.
4.It is evident that students perform well in healthy diet. For example, they prefer fruit diet; their dietary bias in lunch has been improved, and they understand the importance of good diet.
Keyword：information literacy, Hygienic and physical education, Super3.
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Chen, Yuh-Chih, and 陳玉枝. "THE RESEARCH OF PHYSICAL EDUCATION TEACHING REFLECTION FOR ELEMENTARY SCHOOL PRESERVICE TEACHERS." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/37211344650584364573.
Full textAbstract:
博士<br>國立臺灣師範大學<br>體育學系<br>91<br>The purpose of this study was to understand the teaching reflection condition of PE preservice teachers during their practicum through exploring the levels, patterns, contents, attitudes and process of teaching reflections, as well as the factors, which influenced their teaching reflections. The participants were 40 PE preservice teachers from National Taitung Teachers College. Modified questionnaires (Wu, 2000) were used to gather preservice teacher background variables, their practicum school background variables, and teaching refections. The related data were statistically analyzed using Kendall’s W analysis and one-way ANOVA. Reflective journals of the participants were analyzed by inductive content analysis, frequency analysis, Chi square independence test of statistic method. For in depth study, four individuals were purposively selected to further explain the phenomenon. The findings could be used in PETE program. The results were as follows:
1.Reflective levels: The reflective levels of preservice teachers were mainly “practical action” but difference in practical rank and ideal rank during practicum were found. There were some relationships between reflective level variables and personal background variables.
2.Reflective patterns: The preservice teachers ideally adopted “reflection for action” but in reality used “reflection after action” during practicum due to personal background variables.
3.Reflective attitudes: The preservice teachers’ major reflective attitude was “concentration” in teaching reflections. Difference was found between preservice teachers with different entrance option.
4.Reflective contents: The reflective contents of preservice teachers were mainly “self” and “classroom management”, but gradually changed to “student”. This could be explained by the preservice teacher concern theory. There were significantly differences for preservice teachers teaching in different school districts.
5.Reflective process: The reflective process of preservice teachers showed improvement from “Problem-meeting→Problem-analyzing” to “Problem-meeting→Problem-analyzing→Hypothesis→Verify→Conclusion”.
6.The influential factors: It was found that the most used guidance method was “Feedbacks provision after teaching”, while the most influential persons were “supervising teachers”.
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Chang, Gong Jian, and 龔建昌. "An action research of integrated information technology in health and physical education." Thesis, 2002. http://ndltd.ncl.edu.tw/handle/30487672145113504656.
Full textAbstract:
碩士<br>國立台北師範學院<br>課程與教學研究所<br>90<br>The purpose of the study is to realize the process of plann
ing and implementing curriculum program of integrate information technology in health and physical education, and describe what problems teachers encounter and how they solve it. With practical experiences and self-examination, the researcher has to acquire suggestion and reflection on integrated information technology in instruction.
The methodology of the study is adopt action research, the study group is form with the researcher and an elementary school teacher. The research data includes meeting records, questionary, observation, interview, and reflection notes, then researcher summarized the findings and process of the study group on integrated information technology in health and physical education. Through eight months of action research; the researcher present follow conclusions :
1.The study group is connecern three aspects that are content,
instruction strategy, and information technology.
2.Conceptually, the study group integrate both the content of
health and physical education and the needs of students’
learning first, then design suitable information technology
from the existing framework to improve learning.
3.Information education has two phases: before teachers
integrates information technology in instruction, students
must have basic information ability.
4.The study group integrate information technology in
instruction. Teachers plan curriculum programs involve
complex thinking before instruction. Practically, teachers
encounter three kinds of problem while implementing
curriculum, equipment in poor condition, poor practical
teaching and student’s learning problems. By various
responses and self-examination, teachers may change their
instruction strategies.
5.Because the study group meet problems while integrating
information technology in instruction, they adopt some
methods like backup materials, testing equipments,
controlling the speed of the courses, and using work sheets
and check lists to handle students’ study.
6.Using modern information technology and the Internet makes
health and physical education more enjoyable and allows the
students learn more broadly.
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HSUAN, WANG CHIH, and 王志軒. "Action research on protfolio assessment applying to health and physical education classes." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/82632024024177378313.
Full textAbstract:
碩士<br>國立臺中教育大學<br>體育學系碩士班<br>97<br>ABSTRACT
The main purpose of this research was to develop the strategies of applying profile assessment on Health and Physical Education classes in the elementary school.In order that we could comprehend the effects of applying the profile assessment to improve the problem that the assessment had not been multiple .The participants of this research were the classroom students, 17 boys and 16 girls of Da-Da class in the fourth grade in Ming-Jih elementary school, the classroom teacher, the teacher of Health and Physical Education classes, the researcher and his advisor. The research team expected that they could solve the problem in the teaching process by means of the teamwork. The duration of this research was from 22 Sep. to 31 Nov.2008, six weeks in total. The methods of collecting data are mainly based on teachers' teaching journal, interview among teachers and students , and the relevant documents. And the results of data analysis were listed below. Ⅰ. The results about the methods of the multiple assessment. (i)using portfolio could promote the communication among teachers, students, and parents. Not only teachers and students could get teaching response, but also parents get information about the learning condition and the interaction between teachers and students. (ii)Portfolio assessment could perform the function of speculation and reflection. It could know whether the students are capable of analyzing the competition strategies and correcting the drawbacks induced by their postures or not. (iii) In the process of carrying out the assessment, we could effectively promote the motive to learn through setting the goal of assessment, acquiring successful experience, and delightful emotion in classes. Ⅱ. The results about the contents of multiple assessment method. (i)Students could enhance the basketball knowledge and teachers could further offer the direction of action learning by students’ setting up the individual data in profile. (ii)Teachers could get the whole picture of the interaction among the students, and further make the students show respect and consideration to each other. (iii) Portfolio assessment inspires the motive force for students to put sports into practice and enhances the interest in learning, and further take part in the activity voluntarily. Ⅲ. The results about the personnel of multiple assessment method. (i) Peer assessment is utilized in portfolio assessment to effectively reduce the time in classes and offer a way to students to know how they make progress. (ii)In order to execute the peer assessment effectively, we should pay attention to that whether students’ comprehension and standards for posture are consistent with each other or not. Also, we should strengthen up the attitude and justice in execution. (iii)Parents could realize the condition of students’ learning and get the rough picture of how their children getting along with classmates through utilizing the assessment by themselves. However, it would easily cause too much afford for parents. So parents’ economic background should be taken into account during execution. Also, it should take the way of being gradual and cooperative in the process.
keywords: Health and Physical Education area; Portfolio Assessment Action Research; Multiple Assessment.
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Liang, Kun-Min, and 梁焜珉. "Research on the Policy of College Physical Education Evaluation by Critical Interpretation." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/3795tg.
Full textAbstract:
博士<br>國立體育大學<br>體育研究所<br>106<br>Based on the critical theory of the Frankfurt school, this study explores the policy of college physical education evaluation in Taiwan. The core of the research method is the policy process. Through a literature review and in-depth interviews, it probes into various aspects of the policy. The subjects include decision makers of governmental sectors, evaluation members, and the schools that were evaluated. Through the results of the interviews, the study aims to recognize the respective positions and “local knowledge” of the schools evaluated. According to the research findings, the policy of college physical education evaluation is one of the measures of the government for controlling physical education development in colleges. However, the construction of the policy is based on measures of imagination in the models, instead of seeking the profound content and value of physical education at colleges. The “top to bottom” policy characteristic is relatively significant. The measures of college physical education evaluation are the directions designated by governmental sectors regarding the development of college physical education, and they are operated by an evaluation mechanism. The output of knowledge can help decide the standard and also reinforce its model. Finally, it provides a situation in which everyone agrees with the truth determined. This study suggests that policy planning should invite stakeholders and students to first discuss the evaluation purposes, measures, and methods. The implementation of the policy should then establish measures from the attributes and scales of schools. One example is to replace the grading system by an accreditation system. Lastly, policy assessment should regularly evaluate the overall policy; otherwise, when it lacks any connection between the cause of policy change and policy effect, the policy will become more unreliable.
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YANG, PEI-RU, and 楊珮茹. "Leisure Education integrated into the Teaching of Health and Physical Education case in the Action Research." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/c7ucq4.
Full textAbstract:
碩士<br>開南大學<br>觀光運輸學院碩士在職專班<br>106<br>This research is implemented by using the action research to integrate leisure activities into health and physical education. Meanwhile, the discussion, the feedback and the improvement of the pupils are also recorded along with the educational progression of the researcher itself.
The whole research is conducted by action research. According to the references, four indications are set to apply to the teaching activities and methodology.
There are 29right-grade students involved as the objects for the conduction of the teaching methodology. Every class is video recorded and analyzed after wards.
The data are collected and sorted out by the classroom observation, interviews, worksheets, general discussions and reflections.
The research is concluded as blow：
1. It’s feasible to integrate leisure education into health and physical education.
2. Students’ attitudes toward leisure education courses are positive and affirmative.
3. Teaching profession and class designing ability of the educator are strenghthened through the action research method.
In conclusion, the educator can give suggestions to the teachers on practical operation, the school, and the future researchers according to the results of the research.
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Wang, Ching-Yi, and 王靜宜. "Action Research on Implementation of Character Education for Physical Education Class of Elementary School in Taichung City." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/13236882676608269038.
Full textAbstract:
碩士<br>逢甲大學<br>公共政策研究所<br>101<br>By adopting action research method, this research aims at understanding the process of character education for the physical education class of elementary school in taichung city.It also explores the impact of character education to the students and the teacher’s introspection and growth after the implementation of character education.
The research subjects are 19 students in the researcher’s class. The teaching program lasted for 12 weeks.The first stage curriculum proceeded from December,
2012 to March, 2013. After thinking, revising, and discussing, we carried on the second stage curriculum from March to April, 2013.The purpose of this research
is to promote students&;#39; character in terms of respect and caring.According to students&;#39; studying status and behavior after implementation, we adjusted the scheme content and teaching mode.
While researching, with the teacher&;#39;s teaching log, observation report,
reflection record,students&;#39; worksheets, checklist, students’ and parents’ feedback
form, the researcher analyzed and summed up conclusions as follows:
1. Meet the actual needs of the students, character education curriculum
implementation&;#39;s core values are &;quot;respect &;quot;and&;quot; caring in the research.
2. The character education conceptual design of participation and action teaching
mode can cause the fifth grade primary school students&;#39; learning interests, and
can really improve students&;#39; learning achievement by implementing six Es
teaching tactics of character.
3. After implementing character education, most students make obvious progress
in courteous speech and behavior. Besides, they learn to get along with people
with empathy, and show concerns for whatever happens around them.
According to the research results, several suggestions were proposed for school curriculum design.
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HU, YA-LING, and 胡雅玲. "Research on Education Staffs to Purchase Liability Insurance - A Case Study of Physical Education Teachers in Tainan." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/c65x86.
Full textAbstract:
碩士<br>長榮大學<br>管理學院經營管理碩士班<br>106<br>This study looks to understand the purchase of liability insurance by the senior high school, junior high school and elementary school teachers in Tainan City, analyzing the difference between the risk perception and implementation status, risk management awareness, liability insurance awareness, and the buying intention of liability insurance of the physical education teachers under different background variables.
After collecting relevant literature, this study identifies the factors of the teaching staffs’ buying intention of liability insurance, including the factors of physical education teachers’ risk perception and implementation for physical education courses, risk management awareness, and their liability insurance awareness. In addition, a self-designed questionnaire called “Research on the teaching staffs’ purchase of liability insurance – Take the senior high school, junior high school and elementary physical education teachers in Tainan City for example” was used as a research tool. After distributing the questionnaires to various senior high school, junior high school and elementary school physical education teachers in Tainan City in the form of a GOOGLE Form, we recovered the questionnaires and reviewed them one by one, eliminating invalid questionnaires that were not completely answered, and a total of 109 valid questionnaires were recovered. Based on the data from the valid questionnaires, statistical methods such as the descriptive statistics, reliability analysis, independent sample t-test, ANOVA, Scheffe method, Pearson Product-Moment Correlation and regression were used to analyze the data.
The results of this study show that there were significant differences in answers regarding different background variables, the physical
V
education teachers’ risk perception and implementation status of physical education courses, risk management awareness, liability insurance awareness, and their buying intention of liability insurance, especially for the courses they were teaching.
This study also finds that the physical education teachers’ risk perception and implementation status of physical education courses, risk management awareness, and liability insurance awareness have a positive impact on the teaching staffs’ buying intention of liability insurance. In particular, the higher the teaching staffs’ liability insurance awareness is, the higher their buying intention of liability insurance will be. Finally, this study proposes relevant suggestions according to the above research conclusions for reference.
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Chang, Ya-yu, and 張雅鈺. "An Action Research of High School Physical Education Teachers Interdistrict Professional Learning Community." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/17046662506363069100.
Full textAbstract:
碩士<br>國立臺灣師範大學<br>體育學系<br>101<br>The research used the action research approach to investigate how high school physical education teachers worked through interdistrict professional learning community. The purpose was try to identify the operation of the community, community content, analyze the difficulties they met, the problem solving strategies they adopted, and to analyze the perception of the community members during the study. The process was divided into three phase including “The initial operation of pre-construction period” for members to formulate and revise the rules of professional development activities, and trying to operate the activities; “The intermediate operation of adjustment period“ prompt members to correct the operation method of the former period. The other professional development activities were added, and the members were trying to unite the centripetal force of all. During “the later operation of stable development period”, members were familiar with the professional development activities. In this period, the external expert and resources were joined to promote the function of teachers' professional growth in the community. The conclusions were as follows: 1. the developmental process was comprised to 3 periods: the initial construction, the intermediate adjustment, and stable development; 2. the difficulties that the community encountered with the problem solving strategies could be separated into operational methods and operational techniques; and 3. the analysis of community member perception were professional development, community functioning, external experts, interdistrict background. The suggestions were as follows: 1. to establish the community under homogeneity, heterogeneity, and complementary background considerations; 2.to considered the fundamental needs and the regional differences of the teachers correspond to the objectives and methods of technical subject exercises; 3. to start from the teaching problem-solving discussion in order to make the community in good operation; 4. to the current educational policies; 5. to invite teacher training experts and mentors to the community; and finally to establish the good relationship with school colleagues.
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Yu, Hsiu Ching, and 游秀晴. "Research of physical education teachers' information behavior in Kaohsiung Municipal Junior High Schools." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/92994422705222948307.
Full textAbstract:
碩士<br>臺北巿立體育學院<br>運動科學研究所<br>96<br>Abstract
The purpose of this study was to realize the teachers', who teach in Kaohsiung junior high schools, information behaviors. The participants of this study were 169, which consisting 35 different junior high schools (excluding complete schools) in Kaohsiung. All participants completed questionnaires and the valid questionnaires were 161; the receiving rate was 95.27%. Regarding the experts’ professional aspect of analyzing those data and correcting, theαof Cronbach was 0.97. As a result, the physical education teachers had higher information needed motives when they wanted to solve a student question or to offer some extracurricular information. Furthermore, the athletics injury protection and the skills, which can enhance the study interest, are the main part of information need. Moreover, the Mean revealed that the information needed motive was the highest and the information seeking behavior was the lowest. The results also showed there were no significant differences in teachers' background and the physical education teachers of Kaohsiung have respectable information abilities a lot. However, the information seeking behaviors were lay particular stress on using the Internet. The survey demonstrated that people can know that the physical education teachers attached great importance to the cognitions and affections of the information behaviors in PE teachers' classes. The reasons of the low scores may because the teachers had a good quality on athletics skills and academic knowledge.
The study recommended that the athletic websites should be well-organized to build up and also updated the latest information. Additionally, not only the books in a school library but also the data should be replenished for the all teachers.
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Chen-Huei, Wang, and 王辰暉. "A Research On The Bodily Political Of College Physical Education Teachers In Taiwan." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/27789027559665711825.
Full textAbstract:
碩士<br>國立臺灣師範大學<br>體育學系<br>94<br>The purpose of this research is to conduct study on the form of bodily political
of physical education teachers in Taiwan. In addition, the objective of this research is
to understand the form of bodily political of physical education teachers in Taiwan in
three levels including national physical education policy, individual choice and
outer-appearance etc. Research methods included questionnaire research and
interview and purposive sampling was adopted. Questionnaire research was
conducted on 120 college physical education teachers in the country. Number of
effective questionnaire recovered was 93 and the recovery rate of effective
questionnaire was 77.5% and Coefficient Alpha=.91. Upon completion of statistics on
the questionnaires, interview was conducted with four domestic physical education
experts and scholars so as to obtain in-depth understanding. The results of this
research are: 1. The form of bodily political in the level of national physical
education policy is: (1) planning participation, divisional level of authority and
mission execution direction; (2) to serve as the control tool of the section level system based on assessment to review the execution result of policy; (3) adjust the national physical education policy in the form of authority operation and interact with the political arena so as to bring the power of influence into full play. 2. The form of bodily political in individual choice is: (1) emphasize on communication and coordination and proper use of the skill of interest exchange and choice of priority; (2) benefit principle direction and emphasis on the outcome; (3) priority in rationality and there is contradiction of compromise in the mind and with outside. 3. The form of bodily political in the outer-appearance level includes: (1) strategic alliance and within competition there is rule of cooperation and obedience; (2) highly socialized and the rationality will suppress the sensibility; (3)adopts compromise, strive for recognition and seek for mutual benefit and mutual survival and will respond as the occasion requires.
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CHANG, YU-WEI, and 張雨微. "Action research of integrating step training on physical education for intellectual disability students." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/9kvhpv.
Full textAbstract:
碩士<br>國立高雄大學<br>運動健康與休閒學系碩士在職專班<br>106<br>The purpose of this study is to incorporate physical education curriculum teaching through step training, and then observe the study of physical disabilities students' physical fitness, walking ability and standing posture in physical education curriculum. This study focused on students with intellectual disabilities in the third year of higher education in special education schools and conducted observations twice a week for up to eight weeks, using qualitative studies of action research, supplemented by quantitative analysis, through the journal of the teacher, and teachers. Interviews, videos, observations, and other methods are mostly geared toward gathering data and analysis.
The study found that: 1. The physical ability of students with mental retardation has improved since the fifth week; 2. The standing posture has improved significantly since the sixth week; 3. The walking ability has progressed to the late stage of training; ; In the early stage of training, there were anxious and uncoordinated movements of anxious behaviors such as kicking hands and grasping pants. Since the fourth week, the frequency of anxiety behavior has been significantly reduced.
Overall, students' physical fitness, walking ability, standing posture, interpersonal interaction, self-confidence, and anxiety behavior have improved. Therefore, this study suggests that physical training activities can be incorporated into the physical education curriculum for students with intellectual disabilities.