體育與運動科學系

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本系前身為民國35年省立臺灣師範學院4年制體育科,為臺灣第一個專門培育體育師資之科系。民國37年改制為體育學系;民國43年擴充編制,成立體育衛生教育學系,下設體育學組與衛生教育學組,同時培育體育與衛生教育專業人才。民國48年,體育學組回復體育學系名稱,自民國54年起招收學生,並開始接受運動績優學生保送進入本系就讀,提供運動表現優秀選手升學機會。民國59年成立國內第一所體育系碩士班,民國79年首創國內第一所博士班,開始在國內培育體育最高學歷專業人才。

民國90年8月運動與休閒學院成立,下設運動與休閒管理研究所(現更名為運動休閒與餐旅管理研究所)、體育學系及新成立的運動競技學系,體育學系自此脫離教育學院。配合本校由師資培育機構轉型為綜合型大學,本系除過去著重師資培育外,也擴展至培養體育運動產業人才、體育運動學術研究人才及體育運動行政管理人才。為呼應國際學術社群之共識,符應學系實際發展現況,並展現學系在跨域整合、多元發展之企圖,本系於民國110年更名為「體育與運動科學系」,保留原有體育師資培育的元素外,加上人文與自然領域之運動科學內涵,接軌目前學系實際發展方向,並有利於學生多元發展。

本系70多年來為臺灣體育運動的發展與師資培育奠定紥實且豐厚的人力資源基石,未來發展目標在於藉由教學、研究與服務,達成傳播、擴展與應用身體活動為基礎的知識體系,培育優質體育與運動相關的專業人員與領導人才。

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    臺灣地區各縣市體育館營運績效評估之實證研究
    (中華民國大專院校體育總會, 2006-06-01) 鄭志富; 呂宛蓁; 曹校章
    Studies on sports facilities in Taiwan indicated that effective performance assessment is necessary for facility management. Balanced Scorecard (BSC) could be used to assess the organization performance of sports facilities and reflect environmental changes and customers' demands. Therefore, this study appraised the operation performance of gymnasiums in eighteen counties and cities in Taiwan. A self-developed questionnaire of "Analytical Hierarchy Process (AHP) of Operation Performance Appraising County and City Municipal Gymnasiums" was used to evaluate the current performance assessment system through interview, document analysis, and the BSC. The results indicated that: First, the customers were the most important factor of all. And "customers' satisfaction" occupied over 70% in customer dimension. It showed that the customers' needs would be the core of the gymnasium operation in the future. Second, after evaluating, we could know that the financial dimension performed best in operation, followed by the internal procedure dimension. There were differences between planning and performance. Therefore, we should consider the internal and external environments to respond to the customers' needs when making plans. Third, the results showed that Taipei and Kaohsiung did best in coverall performance. On the contrary, the Tainan County Stadium had inferior performance in financial and internal procedures, and innovation and learning dimensions because of constructional factors.