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Student athletes' experiential curriculum: A case of senior high school athletic class
athletic class curriculum guideline in senior high school
academic learning experience
The purpose of this study was to examine the experiential curriculum of senior high school athletic class students and the influence factors of these experiential curriculum. The participants of this study were second-grade athletic students from a senior high school in Taipei. Multiple methods were used to collect research data including participant observation, interview verbatim and related documents, and constant comparative was utilized to analyze these data. Results of this study were as followings: 1. Students' self-behaviors would affect teachers' teaching and peers' learning rights. 2. Two opposite phenomenon in terms of “too easy” or “can’t understand” would occur for students with different learning experience while they interpreted their academy learning experience. 3. Students had more motivations in learning practical curriculum, such as sports injury and protection, than theoretical curriculum introduction of sport science, because of the lack of content criteria which might define what kind of materials would fit students’ ability. 4. Students made different interpretations for the experiential curriculum they learned in accordance with personal self-identity and positions of different roles. 5. The interactive of personal experiences, significant others and environment would affect experiential curriculum. It would also influence by students' level of attention. According to the results, there are five suggestions: 1. The need to plan athletic class' textbook which would match students' abilities and enhance their learning motivations. 2. The policy of athletic class is not only a way of entering to a higher school, but also a way to enhance students' academic performance and interaction with peers. 3. Teachers should place emphasis on students’ appropriate learning attitudes and provide suitable learning content and environment. 4. Coaches, teachers and parents should work together to take care of students' learning performances. 5. For further study, it can examine the implementing problems of athletic class curriculum.
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