A Study of the Effects of “LOHAS Sports Center” Curriculum on Students’ Health Fitness and Their Attitude Toward P.E.Abstract

• Main Authors: Jung-kuei Tsai, 蔡榮貴
• Other Authors: Ching-tien Tsai
• Format: Others
• Language: zh-TW
• Published: 2008
• Online Access: http://ndltd.ncl.edu.tw/handle/74750353493499853058

碩士 === 國立中正大學 === 教學專業發展數位學習碩士在職專班 === 97 === The purpose of this study is to investigate the effects of “LOHAS Sports Center” curriculum on primary school students’ health fitness and their attitude toward P.E. Action research was conducted in this study to collect data and both qualitative and quantitative methods were used to analyze the data. “LOHAS Sports Center” curriculum is designed for this study by the researcher. Ten –week fitness curriculum were carried out three times a week and forty minutes each time on the experimental group, while the controlled were not instructed the curriculum. In terms of qualitative data, observation records, teacher’s diary, students’ feedback form and interview were used in this study; whereas, in terms of quantitative data, the students were measured their health fitness before and after the curriculum, and were given the questionnaire of “the Scale of P.E. Learning Attitude”. Health fitness items, based on the standard of Ministry of Education, includes height, weight (for BMI), box stretch, knee-bending sit-ups in one minute, the long jump and 800-meter running. For the questionnaire, the Likert-type scale was applied to collect the data. The data gathered from the study were analyzed by t-test and one-way ANOVA. The following conclusions were drawn from the results and the analysis derived from the study. The result showed: 1. The implementation of the “LOHAS Sports Center” curriculum is different from the traditional one, which can arouse students’ interests and concentration in P.E. class significantly. 2. As for health fitness, students from the two groups show significant difference in the flexibility, muscular power, muscular endurance and cardiopulmonary endurance. After the ten-week curriculum, the BMI index, flexibility, muscular endurance and cardiopulmonary endurance of the students from the experimental group showed significant difference.(*P＜.05) 3. In terms of P.E. learning attitude, both groups showed significant difference (*P＜.05) between pre-test and post-test. The boys’ performance in the experimental group is better than girls’. (1) After the curriculum, the overall dimension, cognition, affection and the intention of action of the experimental group showed significant difference (*P＜.05) after the implementation of the curriculum; while the Ⅱ overall performance of the experimental is better than that of the controlled. (2) The overall dimension, cognition, and the intention of action of the experimental group showed significant difference (*P＜.05), while the affective domain of the group was not different significantly. The biggest difference shown in the result was the intention of action；whereas, girls’ intention of action was far better than boys’, which showed significant difference. 4. In terms of the implantation, evaluation and reflection of the curriculum, students’ interests and confidence toward P.E. were enhanced by observing their performance of social interaction, ability of learning and motivation of learning after the implementation of the curriculum. The conclusion drawn from the study is that the implementation of “LOHAS Sports Center” curriculum significantly influenced the students’ fitness and their attitude toward P.E., especially students’ intention of action.