A Study on the Effects of Sports Education Model on Achievement Motivation and Affective Domain

목차 (Table of Contents)

• I. Introduction = 1
• 1. The necessity of study = 1
• 2. The purpose of study = 9
• 3. The problems of study = 10
• 4. The hypothesis of study. = 11
• 5. The limits of study = 12
• 6. The definition of terms = 13
• 1) Sports education model = 13
• 2) Function-originated class model = 13
• 3) Definite area = 13
• 4) Accomplishment motivation of physical class = 13
• 5) Evasion motivation of physical education failure = 14
• 6) Psychological area = 14
• II . The theological background = 15
• 1. Sports education curriculum model = 15
• 1) The purpose of sports education curriculum model = 17
• 2) The purpose of sports education curriculum model = 18
• 3) Concept frame of Siedentop's sports education model = 19
• 4) Bunker and Thorpe's sports education model frame = 21
• 5) Property of sports education model = 23
• (1) Season = 23
• (2) Team unit = 24
• (3) Formal game agenda = 25
• (4) The preservation of record = 26
• (5) Festival = 28
• (6) The role of teacher = 29
• 6) The difference between elite sports and sports education = 30
• (1) The condition of participation = 30
• (2) Appropriateness of development stage = 30
• (3) Various role = 31
• 7) Competence and fair play in sports education = 31
• (1) Festival = 34
• (2) Easiness = 34
• 8) The role of teacher = 35
• 2. Performance process of sports education model = 38
• 1) Early plan = 38
• 2) Selection of sports = 40
• 3) Transformation of sports = 41
• 4) Periods of sports season = 43
• 5) Selection of team = 43
• 6) Role of student = 46
• 7) The identity of team = 48
• 8) Progress type and schedule of game = 49
• 9) Festival of match = 50
• 3. Assessment of sports education model = 51
• 1) Authentic assessment = 52
• 2) Authentic assessment in sports education = 54
• 4. Sports education model and constructivism = 57
• 5. Previous study = 58
• 1) Study on movement function = 59
• 2) Study on movement knowledge and definite change = 60
• 6. Real operation of sports education model(junior school) = 62
• 1) Education course composition and sports selection = 62
• 2) Selection of captain and team = 63
• 3) Class procedure and instruction = 64
• 4) Role of student = 66
• 5) Match = 69
• 6) Team score and prize = 70
• 7) Effect of sports education = 72
• III. Study methods = 74
• 1. The subject of study = 74
• 2. Test method = 74
• 1) Achievement motivation in physical education test = 74
• 2) Attitude of definitive category in physical education test = 76
• 3) Assessment of execution = 76
• 3. The procedure of study = 77
• 1) Physical class of sports education model = 77
• 2) Class by function-oriented model = 83
• 4. Method of data handling = 84
• Ⅳ. Results of study = 86
• 1. Pretest on achievement motive of physical class = 86
• 2. Posttest for achievement motive of physical education class = 95
• 3. Change of definite category = 105
• 4. Result of assessment of execution = 111
• V. Discussion = 113
• 1. Recognition assessment theory and sports education model = 113
• 2. Satisfaction of achievement via sports education curriculum model = 115
• 3. Satisfaction of competence of motor ability through sports education curriculum model = 117
• 4. Role of teacher in sports education model = 119
• 5. Changes of definitive category through sports education curriculum model = 122
• 6. Possibility of sports education curriculum model = 123
• 7. Limits of sports education model. = 127
• 1) Difficulty of basic function master = 127
• 2) Excessive competition = 129
• Ⅵ. Summary and conclusion = 131
• 1. Summary = 131
• 2. Following study = 134
• Ⅶ. Reference = 136