| Summary: | 碩士 === 國立體育學院 === 體育研究所 === 90 === The purpose of the study were to know the junior high schools students’ and parents’ needs toward physical education courses in Taipei; and to compare the differences of students’ gender, sports experiences and parents’ gender, social economic statuses, and exercise habits to the differences of the needs toward physical education and the needs of participating in sports activities both inside and outside of schools. Junior high school students and parents in Taipei served as samples in the study. The subjects for this study were 708 students and 575 parents, which makes the total number of the subjects 1283. 1193 subjects had completed the present investigation. “Students’ and Parents’ Needs toward Physical Education Courses in Junior High Schools in Taipei Questionnaire” was used. And an in-depth interview was also processed.
The results of the statistic analysis were as followed:
1. Students’ and parents’ needs toward physical education courses
(1)There were five dimensions included in needs toward physical education: Needs of affective-goal learning, needs of health development physically as well as mentally, needs of sports ability development, needs of cognitive-goal learning, and needs of teachers’ teaching.
For students, the first need was needs of sports ability development and the last need was needs of teachers’ teaching. As for parents, the first need was needs of health development physically as well as mentally and the last need was needs of teachers’ teaching.
(2)There were four dimensions were included in sports activities inside school: needs of affective-goal learning, needs of execution of sport legislation, needs of programming sports activities, and needs of special competitive values. For students, the highest level was needs of affective-goal learning and the last was needs of execution of sport legislation. For parents, the highest need was needs of affective-goal learning and the last was needs of programming sports activities.
(3)There were four dimensions were included in students’ and Parents’ needs toward sports activities outside school: needs of benefit of sports competitions, needs of student counseling, needs of administration execution, and needs of affective-goal learning. For students, needs of benefit of sports competitions was the highest, and lastly needs of administration execution. However, for parents, needs of student counseling was highest, and finally needs of administration execution.
2. Differences between different variables of students on physical education courses
(1)Differences between different variables of students on physical education, no significant differences were found between genders, except for needs of cognitive-goal learning. The differences between different sports experiences were significant on needs of sports ability development.
(2)Differences between different variables of students on participating in sports activities inside school, there were significant differences between genders on needs of programming sports activities and needs of special competitive values. The differences between different sports experiences were significant except for needs of execution of sport legislation.
(3)Differences between different variables of students on participating in sports activities outside school, no differences were found between genders, but the differences between different sports experiences were significant on four dimensions.
3. Differences between different variables of parents on physical education courses
(1)Differences between different variables of parents on physical education, no significant differences were found between genders and different social and economic statuses of parents. The differences between Parents with different exercise habits were significant on needs of affective-goal learning and needs of cognitive-goal learning.
(2)Differences between different variables of parents on participating in sports activities inside school, no significant differences were found between genders and parents with different social and economic statuses. But parents with different exercise habits had significant differences on needs of programming sports activities.
(3)Differences between different variables of parents on participating in sports activities outside school, no significant differences were found between genders and parents with different social and economic statuses. But the differences between parents with different exercise habits were significant on needs of student counseling.
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