Background/Purpose The purpose of this study was to investigate the relationships between physical education teacher's curriculum value orientations and student's sport values.
Method Questionnaires and semi-structured interviews were used to accomplish the above purposes. The participants of this study included 47 junior high school physical education teachers and their students (N=1451, male£=758, female=693, age=13.89±0.8 years) from 12 junior high schools in Taipei city, they took the Value Orientations Inventory (VOI) and The Survey Questionnaire of the Junior High Students' Sport values. 2 junior high school physical education teachers and their students (N=12, male=6, female=6, age=13) were interviewed.
Analysis/Results Data were analyzed by using descriptive statistics, Pearson's product-moment correlation, multiple stepwise regression and categorization. The results as follows: 1. Teacher's disciplinary mastery (DM) and learning process (LP) value orientations showed positive relationship with students' sport values (r=.06, .08, p<.05), teacher's ecological integration (EI) value orientations showed negative relationship with students' sport values (r=-.13~-17, p<.05) 2. Teacher's ecological integration (EI) value orientation could negatively predict students' sport values (R=.16, RČ=.03, t=-6.24).
Conclusions Physical education teachers should know how to deliver the value orientations to student effectively by applying curriculum design and teaching strategy so that students currently receive the massage from teachers, molding the positive sport values.