Publication:

運動參與介入對降低校園霸凌與偏差行為之研究-以臺中市某國小為例

本研究旨在探討參與運動參與介入對降低校園霸凌與偏差行為的效果，在運動參與方案中，使用教導個人與社會模式（TPSR），以促進參與者個人責任與社會責任，進而減少校園霸凌與偏差行為。本研究以文獻分析、觀察、教師教學省思、與問卷調查方式分析運動方案之成效。共有12位國小五、六年級學生參與本研究，在八週的運動參與方案中以籃球教學為主，並輔以躲避球課程與運動勵志影片欣賞。以描述統計分析研究者的運動情境觀察記錄表、教師的校園生活觀察記錄表與家長的日常生活觀察記錄表之平均分數。而於運動方案實施前與實施後對參與者各進行一次PSRQ問卷的施測，再以卡方分配考驗前後測的得分是否有差異。本研究所得之主要結果如下：

一、國小階段的校園霸凌以關係霸凌、言語霸凌為主；偏差行為以不良習性偏差、學習偏差與網路偏差為主，成因皆為個人因素、家庭因素、學校因素與社會因素。

二、透過運動參與可增加情緒穩定、降低焦慮與促進道德發展。

三、參與者在PSRQ問卷前後測得分有顯著差異。

四、運動參與方案融入TPSR的教學模式可減少校園霸凌與偏差行為。

The major purpose of this research is to explore the effects of reducing campus bullying and deviant behavior through exercise program intervention. Researcher implement TPSR（Teaching personal and social responsibility） mode to promote participant’s personal responsibility and social responsibility during the program, thereby reducing school bullying and deviant behavior.

By adopting the various approaches, like literature analysis, study observations, instructor’s retrospective assessment, questionnaires and student’s worksheet to examine the effect of exercise program. There were twelve students of grade five and six had been recruited to participated this study. Participants involved in a program of basketball, dodge ball and sport film-watching in eight weeks. Researcher uses descriptive statistics to analyze researcher’s sports situational observation records, teacher’s campus observation records and parent’s daily observation records. In order to understand the different of pre- and post-test of PSRQ questionnaire, the results were analyzed by Chi-square test. The major finding of the study are as follows：

1.The main types of campus bullying in elementary school are relationship bullying and verbal bullying. The main types deviant behavior are bad habits deviance, learning deviance and cyber deviance. But the causes both include individual factor, family factor, campus factor and society.

2.The result shows that, involved in exercise should increased participant’s emotional, redued anxiety and improved moral development.

3.There are significant differences between pre- and post-test of subscale of questionnaire.

4.Exercise program with TPSR model can reduce campus bullying and deviant behavior.