| Summary: | 碩士 === 國立嘉義大學 === 體育與健康休閒學系研究所 === 102 === The main purpose of this study was to explore the situations of attraction and an overview of the satisfaction of junior high school campus sports facilities in Chiayi County and discussed the relationship with sports participative behavior; meanwhile, comparing the differences of attraction, satisfaction and sports participative behavior with students background variables. Furthermore, using Importance Performance Analysis (IPA) to explore the differences between the attraction and satisfaction of sports facilities. The seventh to the ninth grade students in Chiayi County were served as the subjects of this study. Questionnaires were used in this study,18 classes in the 6 schools were chosen as subjects. The study found that:
1.the most commonly used time was in physical class or association activity time (82.5％); the most often used for company were classmtes (56.4％); the rate of students who support to participate in the options of building sports facilities was much higher than students who thought it’s not necessary to participate. The rate of students who thought the amount of campus sports facilities were enough was much higher than that who thought not enough.
2.The highest attraction cognition of campus sports facilities to junior high school students was “promote classmates and friends’ emotion”. The lowest attraction cognition of campus sports facilities to junior high school students was “indoor sports facilities for non-ball games”.
3.The highest satisfaction cognition of campus sports facilities to junior high school students was “promote classmates and friends’ emotion”. The lowest satisfaction cognition of campus sports facilities to junior high school students was “the amount of sports facilities”.
4.As to the gender variables, there were no significant differences in attraction and in satisfaction of campus sports facilities. As to the grades variables, there were significant differences in the attraction and in satisfaction of campus sports facilities. The attraction and satisfaction cognition of nineth grade students was lower than the seventh and eighth grade students.
5.There were significant differences between gender and grades in sports participative behaviors. The rate of sports participative behaviors of boys were higher than girs. The sports participative behaviors cognition of nineth grade students was lower than the seventh grade students.
6.There were seven aspects, “outdoor sports facilities for ball games”, “indoor sports facilities for ball games”, “promote classmates and friends’ emotion”, “relax and release pressure ”, “improve interpersonal relationship”, “interest”, “easy to borrow”, in quadrant I. That presents both the attraction and perceived satisfaction are high, the authorities should continue to maintain the property. There were two aspects, “safety” and “sanitation”, in quadrant II. That means the actual feelings and attraction are high, but satisfaction degree is low, the students’ identity is not obtained, the case extremely required to improve. There were eleven aspects, “outdoor sports facilities for non-ball games”, “indoor sports facilities for non-ball games”, “quality of facilities”, “amount of facilities”, “multiplicity”, “space plan”, “route plan”, “accessory equipment”, “illumination”, “management and maintenance of sports environment”, “open time”, in quadrant Ⅲ. That presents both attraction and perceived satisfaction are low, the school authorities must work hard on improving them. There was no factor in quadrant IV, which means low attraction but high satisfaction.
7.In brief, the higher the attraction and satisfaction of sports function was, the higher the sports participative behavior was.
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