臺北縣國小教師運動行為及其相關因素之研究

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2003

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摘要 本研究的主要目的在了解國小教師的運動行為現況,並探討運動行為與其背景因素、運動自我效能、自覺運動障礙、自覺運動利益及運動社會支持間的關係。以臺北縣國小教師為研究母群,採分層叢集抽樣方式,利用問卷調查法取得有效樣本1102人,回收率為69.9%。研究工具有「運動行為問卷」、「自覺運動障礙量表」、「自覺運動利益量表」、「運動社會支持量表」和「運動自我效能量表」。所得資料以獨立樣本單因子變異數分析、pearson積差相關和逐步複迴歸等統計方法進行分析。主要發現如下: 一、有規律運動的教師占24.04%,研究對象較常從事的運動項目依次為:慢跑、爬山、步行、游泳與桌球。 二、運動自我效能會因性別、年齡、職務、學校規模及學生時代參與運動團隊經驗之不同而有統計上之顯著差異。 三、運動社會支持會因不同年齡、職務、婚姻狀況而有統計上的顯著差異。 四、本研究對象的運動行為與自覺運動利益、運動自我效能、運動社會支持呈顯著正相關。與自覺運動障礙呈顯著負相關。 五、男性、50歲以上、行政人員(主任、組長)、學生時代曾參與運動團隊者,分別比女性、39歲以下、級任教師、學生時代無參與運動團隊者之國小教師有較佳之運動行為。 六、運動行為可由運動自我效能、性別、運動社會支持與自覺運動障礙四個變項來預測,共可解釋20.6%的變異量。其中以運動自我效能最具預測力。 本研究並依研究結果對有關單位提出建議,以提升國小教師之運動行為。
Abstract The purposes of this study were to investigate the current exercise behavior of the elementary school teachers, and to discuss the relationships among exercise behavior and selected demographic characteristics, exercise self-efficacy, perceived barriers of exercise, perceived benefits of exercise and exercise social support. The subjects were elementary school teachers of Taipei County. By using a stratified cluster sampling method, 1102 respondents(69.9% response rate)were selected as the subjects in the survey. The instruments administered to the subjects were Exercise Questionnaire, Perceived Barriers of Exercise Inventory, Perceived Benefits of Exercise Inventory, Exercise Social Support Inventory and Exercise Self-Efficacy Inventory. The collected data were analyzed by one-way ANOVA(independent), Pearson product-moment correlation, and multiple stepwise regression analysis. The results of this study were as follows: 1.There was 24.04% of the teachers keep regular exercise habit. The most popular exercise were jogging, hiking, walking, swimming and table-tennis. 2.There was significant difference of perceived self-efficacy of exercise among teacher's gender, age, job position, school size and whether they joined sports team in schooldays. 3.There was significant difference of perceived social support of exercise among teacher's age, job position and marital status. 4.The exercise behavior had significant positive relationship with exercise self-efficacy, exercise social support and perceived benefits of exercise. There was significant negative relationship with perceived barriers of exercise. 5.Comparing to female, 39 below, home teachers, without experience in sports team in schooldays; male, over 50, administrators, who joined sports team in schooldays show better exercise behavior respectively. 6.The 20.6% variance of exercise behavior could be explained by exercise self-efficacy, gender, exercise social support and perceived barriers of exercise. The exercise self-efficacy was the most powerful predictor. The results of this study would be suggested to the authority concerned to promote the exercise behavior of elementary school teachers.

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運動行為, 自覺運動利益, 運動社會支持, 運動自我效能, 知覺運動障礙, exercise behavior, exercise self-efficacy, exercise social support, perceived benefits of exercise, perceived barriers of exercise

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