A Relationship Study among Physical Education Teachers’ Teaching Style and Creativity on Elementary Students’ Perception

• Main Authors: Chang,Hsiu-Wen, 張秀雯
• Other Authors: Chou,Chien-Chih
• Format: Others
• Language: zh-TW
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/84282709641696728171

碩士 === 臺北巿立體育學院 === 運動教育研究所 === 98 === The purpose of this study was to examine the correlation among the perceived physical education teachers’ teaching style and creativity of elementary students. There were five hundreds and fifty-four students (boys = 284; girls = 270) participated in the study. All the data were analyzed by descriptive statistics method, single t-test, Pearson product-moment correlation, and multiple stepwise regression analysis. These results of this study were as following: 1. There was no significant difference of the sex and the grade groups on the elementary students on the post-test. On the other hand, the students in different sport skills and districts had significantly difference on teachers’ teaching style. 2. In students’ creativity, the boys had significantly higher scores of cognitive factors of creativity than the girls; the students in different districts had significantly difference. 3. The creative teachers’ teaching style of student’s perception were positive correlation with students’ flexibility. 4. the students in authoritative and creative teaching style of physical education teacher had significantly positive correlation with their flexibility; however, there had no significant correlation with the other factors of creativity. To sum up, the findings suggest that increasing different PE teaching style would increase students’ creativity, and it might improve learning motivation and efficacy of elementary students .