The Coping Strategies of Adjustment and Transfer Factors in High School Physical Education Students －Take a Senior High School in New Taipei City for Example

• Main Authors: Lee Kuey-Mei, 李貴美
• Other Authors: Chang Hung-liang
• Format: Others
• Language: zh-TW
• Published: 2012
• Online Access: http://ndltd.ncl.edu.tw/handle/51633707160226019136

碩士 === 輔仁大學 === 體育學系碩士班 === 100 === The purposes of this study was to analyze the factors of school adjustment, coping strategies and transfer for transfer students in senior high school athletic class. A total of four transfer students from a senior high school athletic class in New Taipei City underwent in-depth interview of qualitative research. The following research conclusion was induced from the organized and analyzed interview data” 1. Factors of school adjustment for transfer students in the senior high school athletic class include: Specific training and learning adjustment factor, specific training and general compliance adjustment, specific training of faculty-student adjustment, specific team accommodation adjustment and specific training for other self- adjustment. 2. The coping strategies for transfer students facing difficulty in senior high school athletic class include: (1) Coping strategies for specific training and learning adjustment Students from athletic class assist help from peers first, followed by P.E. teachers when encountering difficulties. (2) Coping strategies for specific training and complying adjustment The coping strategies for general compliance adjustment were responses to the school but will be given up if the effect was poor. (3) Coping strategies for specific faculty-student training adjustment The coping strategies of faculty-student adjustment were to seek for coordination and resolution from discussion with the school and faculty. If the problem could not be resolved, they tend to face with negative attitude. (4) Coping strategies for team accommodation adjustment Athletic class students only had ideas without the factions due to limitation to psychological respect for the coaches. (5) Coping strategies for other specific training and self- adjustment The athletic class students tend to avoid conflicts when faced with issues. They eventually transfer out of the school with regrets. 3. The factors for senior high school athletic class students to transfer include: specific training faculty-student adjustment factor, specific training and learning adjustment factor, specific training and general compliance adjustment factor, specific team accommodation adjustment factor, and other specific training and self-adjustment factors. The study proposed specific recommendation based on the above mentioned results, which can be used as reference for students intending to transfer from senior high school athletic class, parents, school staff, and future researchers.