| Summary: | 碩士 === 國立體育大學 === 體育研究所 === 102 === The Effects of the Teaching Personal and Social Responsibility Model Integrated into Sports Education and Conventional Physical Education on the Performance of Junior High School Students in Physical Education Classe
Abstract
This study investigated how the teaching personal and social responsibility (TPSR) model, which was integrated into sports education and conventional physical education, influenced the personal and social responsibility and performance of junior high school students in sport competitions. A quasiexperimental design was adopted in this study, and Grade 9 students from 2 classes of a junior high school were recruited as the research participants. The experimental group, comprising 14 boys and 18 girls (average age was 15.38±0.41 years), was taught TPSR-based sports education; the control group, comprising 13 boys and 15 girls (average age was 15.32±0.27 years), was taught TPSR-based conventional physical education. After the students engaged in 10 weeks (i.e., 20 lessons) of learning, a student responsibility scale and pre- and posttests involving a game performance assessment instrument were used for data analysis. The results were statistically analyzed by using a dependent sample t test and a single factor analysis of covariance. Subsequently, qualitative data were compiled to analyze students’ learning process and teachers’ perceptions on teaching. The following results were obtained: (a) Students in the experimental group exhibited significant improvement in game performance and in the efforts, self-directedness, and dimensions of personal and social responsibility. (b) Students in the control group showed significant improvement in the helping others dimension of personal and social responsibility. (c) Students in the experimental group exhibited a significantly higher level of self-directedness than students in the control group did; however, no difference was observed in the game performance of the 2 groups. Overall, integrating the TPSR model into sports education and conventional physical education is conducive to improving the personal and social responsibility and game performance of students. In addition, between-group analysis indicated consistent performance in personal and social responsibility and game competitions. Nevertheless, TPSR-based sports education enabled students to cultivate the ability to cooperate, respect, help others, and communicate with each other during team competitions, thereby encouraging students to learn and adopt responsible behavior.
Keywords: personal and social responsibility, sports education model, game performance, game performance assessment instrument (GPAI)
|
|---|
