A Study of Participative Motivation and Adaptability in Learning for Junior High School Players on Sports Team in Miaoli County

• Main Authors: Cheng, Hui-Ju, 鄭卉如
• Other Authors: 蔡博隆
• Format: Others
• Language: zh-TW
• Published: 2016
• Online Access: http://ndltd.ncl.edu.tw/handle/99472956244154287147

碩士 === 臺北市立大學 === 體育學系體育碩士在職專班 === 104 === This study aims at comprehending the differences of the current situation of Miaoli County junior high school sports teams players' participation motivations and learning adaptabilities among various factors; the different situations among various background variables; and discussing related situations with participation motivations and learning adaptabilities. It adopts questionnaire method, takes sports teams players of 14 junior high schools in Miaoli County of 2015 academic year as research subject, and make the questionnaire scale of “Miaoli County Junior High School Sports Teams Players' Participation Motivations and Learning Adaptabilities” as studying tool. After receiving 677 valid questionnaires with the effective rate of 97%, it makes use of spss 20.0 statistical package software to analyze and obtain the following results: 1. Participation motivation has five factors, among which “Knowledge Demand” has received the most important attention; followed by the “Health-Related Fitness”, “Achievement Needs” and “Interpersonal Relationship”; while “Stimulation Avoiding” has the lowest importance. Learning adaptability has four factors: “Speciality Adaptability” has been highest emphasized; followed by the “Interpersonal Adaptation” and “Learning Environment”; “Subject Learning” is the lowest. 2. Players of Miaoli County junior high school sports teams have shown significant differences of participation motivation among the background variables of “Gender”, “Training Hours a Week”, “Learning Classes”, “Specialty” and “Education Status of their Parents”; while learning adaptability indicates significant variations among “Gender”, “Grade”, “Training Hours a Week”, “Learning Classes”, “Sports Specialty” and “Education Status of their Parents”. 3. Participation motivation and learning adaptability have moderately positive relativity.