高雄市國民小學體育運動風險管理現況研究

• Main Author: 呂學嘉
• Other Authors: 吳國銑
• Format: Others
• Language: zh-TW
• Published: 2009
• Online Access: http://ndltd.ncl.edu.tw/handle/93893400705136864342

碩士 === 國立花蓮教育大學 === 國民教育研究所 === 97 === The object of this study was to learn how elementary PE teachers in Kaohsiung City implement Physical Activity Risk Management at school, and to analyze the execution differences according to PE teachers’ respective backgrounds. A questionnaire survey was conducted by stratified random sampling in Kaohsiung City among 400 qualified elementary PE teachers in the 97th academic year. 378 copies of self-prepared questionnaires named “Study on Implementation of Physical Activity Risk Management among Elementary Schools in Kaohsiung City” were returned among 400 copies distributed. Among them, 366 copies are valid and the return rate was 96.8%. The acquired information was analyzed in different statistics methods, which were descriptive statistics, t-test, one-way ANOVA, and Scheffé's method. Some findings were observed as follow. I. The on-site situation of Risk Management implementation: As shown in the population mean, aspects of Physical Activity Risk Management were implemented favorably in the order of Physical Education, Sports Game Management, Facility Management, Medical Supports, and Administrative Management. II. Personal differences in Risk Management implementation: A. The results showed no obvious difference in the implementation of every aspect of Risk Management when comparing PE teachers by their sexes, seniority, whether PE related department graduated or not, and whether sports club advisors or not. B. The results showed obvious differences in the implementation of 3 aspects of Risk Management, namely “Facility Management”, “Physical Education”, and “Sports Game Management”, when comparing PE teachers by the size of their service schools. However, no apparent difference was observed in the other 2 aspects which are “Medical Supports” and “Administrative Management”. Schools of 25~36 classes and 37~60 classes vary in Facility Management and Physical Education while schools of below 24 classes, 25~36 classes, and 37~60 classes were differing in Sports Game Management. C. The implementation of Risk Management greatly differed in PE teachers with different titles. Every aspect of Risk Management was carried out effectively by subject teachers more than homeroom teachers.