Publication:

臺中市國小適應體育實施現況調查研究

本研究目的旨在調查臺中市國小適應體育（APE）之實施現況，以及分析不同背景變項體育教師在APE支持性服務架構PAP-TE-CA之差異情形；研究方法採用問卷調查法，研究工具參考教育部「增進適應體育發展方案」及Sherrill所提倡之APE服務架構PAP-TE-CA模式擬定之「適應體育教學現況研究問卷」，針對臺中市59所國小545位體育教師（男性283人，女性262人）進行問卷調查，調查研究發現如下：

一、國小APE實施現況仍有大幅可改善空間。

二、國小體育教師背景變項中對PAP-TE-CA模式有顯著差異情形：

（一）計畫：畢業科系（組）類別、學校規模、APE學分、APE研習（討）會、特殊教育（SE）學分、SE研習（討）會、自覺APE教學能力等7項。

（二）評量：APE研習（討）會、SE研習（討）會、自覺APE教學能力等3項。

（三）處方/安置：性別、學校規模、指導身心障礙學生年資、APE學分、APE研習（討）會、SE研習（討）會、自覺APE教學能力等7項。

（四）教學/諮商/教練：畢業科系（組）類別、學校規模、指導身心障礙學生年資、APE學分、APE研習（討）會、SE研習（討）會、自覺APE教學能力、身心障礙家人等8項。

（五）評鑑：年齡、學校規模、任教年級、教學年資、自覺APE教學能力等5項。

（六）資源整合、諮詢與倡導：性別、學校規模、教學年資、指導身心障礙學生年資、擔任職務、SE學分、SE研習（討）會、自覺APE教學能力等8項。

根據研究結果，建議教育行政單位應加強規劃教師相關適應體育知能研習及檢視學校適應體育推動組織之執行成效、重視評鑑對學校適應體育推展的實質效益、建立適應體育教師證照制度，落實教學品質、加強適應體育之倡導；另建議師資培育機構開設系統化的研習進修課程，提供在職進修管道、重整適應體育師資養成階段之課程結構。

The purposes of this study were (a) to survey the current practices of adapted physical education (APE) at elementary schools in Taichung City and (b) to examine the association between demographic attributes (gender, age, educational background, major, scale of school, grade of conduct, year of conduct, experience of teaching students with disability, official job, APE courses, APE seminars, special education (SE) courses, SE seminars, perceived competence, families with disability) of physical educators and the services using the PAP-TE-CA Model in adapted physical activity.

The “Evaluation of Teaching Questionnaire in Adapted Physical Education” (ETQAPE) was to refer the PAP-TE-CA Model and Adapted Physical Education Developing Scheme that was published by the Ministry of Education in Taiwan. The questionnaire was revised after a pilot study (n=70) and reviewing through 5 experts to construct the content validity. This study purposively sampled 545 PE teachers from 59 elementary schools, including 283 men and 262 women. The questionnaire including 40 items was evaluated by Cronbach’s alpha coefficients (α=.96). The stability and the internal consistency of the scale were rather good.

The findings were drawn as follows: (a) it was necessary to improve the quality of APE at elementary schools; (b) the professional PE teachers’ ratio was too low, it may be necessary to increase the learning opportunities participating APE seminars in order to re-enforce the professional development and abilities of APE teachers; (c) 7 variables were significantly correlated with ‘Plan’ : major, scale of school, APE courses, APE seminars, SE courses, SE seminars, perceived competence; (d) 3 variables were significantly correlated with ‘Assessment’ : APE seminars, SE seminars, perceived competence; (e) 7 variables were significantly correlated with ‘Prescription/ Placement’ : gender, scale of school, experience of teaching students with disability, APE courses, APE seminars, SE seminars, perceived competence; (f) 8 variables were significantly correlated with ‘Teaching/ Counseling/ Coaching’ : major, scale of school, experience of teaching students with disability, APE courses, APE seminars, SE seminars, perceived competence, families with disability; (g) 5 variables were significantly correlated with ‘Evaluation’ : age, scale of school, grade of conduct, year of conduct, perceived competence; and (h) 8 variables were significantly correlated with ‘Coordination of resources/ Consulting/ Advocacy’ : gender, scale of school, year of conduct, experience of teaching students with disability, official job, SE seminars, perceived competence.

Based on the research findings, this study provides the possibility for educators and administrators to use the ETQAPE questionnaire and develops the APE policies. In addition, this study also suggests the research directions for further studies including examining the reliability and validity of ETQAPE questionnaire and adding the results of qualitative studies.