A Study of Learning Motivation and Satisfaction in Lifeguard Training Program

• Main Authors: HO,TAI-CHANG, 何泰昌
• Other Authors: HUANG,YAN-XIANG
• Format: Others
• Language: zh-TW
• Published: 2018
• Online Access: http://ndltd.ncl.edu.tw/handle/sem77x

碩士 === 國立臺灣體育運動大學 === 運動事業管理學系碩士班 === 106 === The purpose of this study is to explore the motivation and training satisfaction of participants in Taichung region for lifeguard training. This research tool is divided into three parts, which are the participants’ background information, the motivations in lifeguard training and the satisfaction in lifeguard training program. Using the Likert scale (five-point scale) as the scoring method, 339 questionnaires were distributed for this stud and 310 were valid responded, corresponding with 91.4% return rate. All information were conducted by the SPSS 22.0 statistical soft program in different methods including item analysis, factor analysis, reliability analysis, descriptive statistical analysis, independent sample t test, single factor analysis of variance, Scheffé Test, and Canonical Correlation Analysis. The results showed that the subjects of this study consists the majority of male students, the ages are between 20 to 30 years old and having college education level. Most of them are still students and unmarried, monthly income are less than NT 20,000, swimming experience are mostly for more than four years. 　　Speaking of the participants’ motivations, “Potential Excitation” takes the highest ranked, followed by “Achievements”, “Self-confidence and “Self-challenge”. On the other hand, training satisfaction scores the highest among “Training Achievements”, followed by “Teaching Quality”, “Professionalism” and “Course Information”. The level of education, marriage and monthly income have significant differences in the part of participants’ motivations. There is positive correlation between the participants’ motivations and the training satisfaction. Furthermore, the strength of participants’ motivation will indeed affect not only the level of training satisfaction but also the future follow-up willingness to participate. Therefore, the conclusion of this study is that the participants’ motivations mainly focus on the “Potential Excitation” and the “Achievements” in order to influence the “Teaching Quality” of training satisfaction and the training results.