高雄市中等學校肢障礙學生參與休閒活動現況之調查研究
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2003
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Abstract
本研究旨在瞭解高雄市肢體障礙學生參與休閒活動現況，包括參與活動傾向及參與休閒活動之阻礙因素。以高雄市國、高中職肢體障礙學生共108位為研究對象，採休閒活動傾向量表及休閒活動阻礙因素量表問卷為工具。所得資料經統計分析，結果發現：
ㄧ、高雄市肢體障礙學生實際參與休閒活動項目，前五項依序為：1.看電視、2.聽音樂、3.聊天、4.玩電腦、5.聽廣播。
二、期望參與休閒活動項目，前五項依序為：1.聽音樂、2.看電視、3.玩電腦、4.聊天、5.旅行。
三、參與休閒活動之阻礙因素，前五項依序為：1.障礙程度、2.體力、3.技術、4.安全因素、5.課業壓力。
四、1.在實際參與休閒活動程度有顯著差異之背景變項為：不同性別、不同休閒訊息來源、不同障礙部位。
2.在期望參與休閒活動程度有顯著差異之背景變項為：不同性別、不同休閒訊息來源。
3.在參與休閒活動之阻礙因素有顯著差異之背景變項為：不同障礙程度、不同休閒訊息來源、不同休閒伙伴、不同障礙部位。
五、高雄市肢體障礙學生之障礙部位、訊息來源、環境因素、休閒資源，可有效預測休閒活動實際參與傾向程度。
根據研究結果，提出五項建議，以提供規劃肢體障礙學生休閒活動之相關單位參考。
The major purpose of this study was to investigate the Physical with disabilities Students’ participation in leisure activities in Kaohsiung. The investigation of this study also includes the tendency toward participating in activities and the factors of the Physical with disabilities Students’ leisure constraints. The subjects were 108 Physical with disabilities Students’ from junior high schools, senior high schools and vocational high schools in Kaohsiung. Based on the statistical analysis of the collected data, the major findings of this study are as follows. 1. The Physical with disabilities Students in Kaohsiung practically engaged in the following activities: a) watching TV; b) listening to music; c) chatting; d) playing on-line games; e) listening to the radio. 2. The leisure activities that the Physical with disabilities Students’ expected to engage in are: a) listening to music; b) watching TV; c) playing on-line games; d) chatting; e) traveling. 3. The five factors of the Physical with disabilities Students’ leisure constraints are: a) the levels of the students’ deformity; b) their physical strength; c) the students’ technique; d) the factors of safety; e) the pressure from schoolwork. 4. (i) Significant differences in practically engaging in leisure activities are caused by different sex, different information sources of leisure activities and disabled parts of students’ bodies. (ii) Significant differences in the tendency toward expecting to engage in leisure activities result from different sex and different information sources of leisure activities. (iii) The factors of the Physical with disabilities Students’ leisure constraints are as follows: a) different levels of disabilities; b) different information sources of leisure activities; c) different companions; d) disabled parts of students’ bodies. 5. The disabled parts of the Physical with disabilities Students’ bodies, information sources, environmental conditions and leisure resources can effectively predict the tendency of the students’ practical participation in leisure activities. According to the findings of this study, some suggestions were presented to the authorities for their reference to arrange leisure activities for the Physical with disabilities Students.
The major purpose of this study was to investigate the Physical with disabilities Students’ participation in leisure activities in Kaohsiung. The investigation of this study also includes the tendency toward participating in activities and the factors of the Physical with disabilities Students’ leisure constraints. The subjects were 108 Physical with disabilities Students’ from junior high schools, senior high schools and vocational high schools in Kaohsiung. Based on the statistical analysis of the collected data, the major findings of this study are as follows. 1. The Physical with disabilities Students in Kaohsiung practically engaged in the following activities: a) watching TV; b) listening to music; c) chatting; d) playing on-line games; e) listening to the radio. 2. The leisure activities that the Physical with disabilities Students’ expected to engage in are: a) listening to music; b) watching TV; c) playing on-line games; d) chatting; e) traveling. 3. The five factors of the Physical with disabilities Students’ leisure constraints are: a) the levels of the students’ deformity; b) their physical strength; c) the students’ technique; d) the factors of safety; e) the pressure from schoolwork. 4. (i) Significant differences in practically engaging in leisure activities are caused by different sex, different information sources of leisure activities and disabled parts of students’ bodies. (ii) Significant differences in the tendency toward expecting to engage in leisure activities result from different sex and different information sources of leisure activities. (iii) The factors of the Physical with disabilities Students’ leisure constraints are as follows: a) different levels of disabilities; b) different information sources of leisure activities; c) different companions; d) disabled parts of students’ bodies. 5. The disabled parts of the Physical with disabilities Students’ bodies, information sources, environmental conditions and leisure resources can effectively predict the tendency of the students’ practical participation in leisure activities. According to the findings of this study, some suggestions were presented to the authorities for their reference to arrange leisure activities for the Physical with disabilities Students.
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休閒, 休閒活動傾向, 休閒阻礙, Leisure, Leisure activity tendency, Leisure constraints