素養導向體育教學對大專學生身體素養與心理需求滿足之影響：定向越野課程之實踐

The Study of Competency-based Physical Education on University Student Physical Literacy and Basic need Satisfaction: A Teaching Practice of Orienteering Curricula

本研究依據素養導向的教學典範，探討素養導向定向越野課程對於學生身體素養與心理需求滿足之影響，並檢驗對學生自主運動行為及自然連結感之效果。採用前實驗設計取向，以修習定向越野課程之大專學生為對象，進行16週課程教學介入與學習評估。研究最終獲得77位學生之量化與質化學習資料進行分析，包含問卷、學生報告、教師實地觀察、記錄與反思等。整合量化與質化研究結果發現，課程介入方案對於大專學生身體素養、心理需求滿足，以及自然連結感皆有提升效果，唯自主運動行為在量化與質化資料分析中並無一致性的結果。本研究以素養導向教學策略，發現定向越野課程可促進大專學生身體素養、基本心理需求滿足以及自然連結感。藉由素養導向的定向越野課程設計，可拓展體育在全人教育中的應用價值，值得推薦並實踐在大專體育教學情境中。

Based on the principles of competency-based physical education, this study aimed to investigate the effects of a competency-based orienteering course intervention on students’physical literacy, basic need satisfaction, and leisure-time physical activity. Additionally, the study examined the intervention's impact on students’perception of connectedness to nature. Using a pre-experimental design, students participating in a 16-week orienteering courses were recruited. The competency-based orienteering course intervention was employed and both quantitative and qualitative learning data were collected and analyzed. Quantitative data were gathered through surveys, while qualitative data were obtained from onsite observations and documents, including group reports, notes, and class records. Results from 77 valid samples indicated that students’physical literacy and basic need satisfaction were significantly enhanced after the competency-based orienteering course intervention. However, no significant improvement was observed in leisure-time physical activity. Notably, students’perception of connectedness to nature increased after participating in the course. Overall, grounded in the principles of the competency-based curriculum, this study not only enhanced students’physical literacy, basic need satisfaction, and connectedness to nature, but also provided theoretical and practical insights. Through competency-based orienteering course design, the value of physical education in holistic education can be expanded, making it a worthwhile recommendation for implementation in college-level physical education teaching contexts.