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題名：複合式體育教學介入對智能障礙成人體適能、健康與體育知識之成效
作者：許柏仁
作者(外文)：HSU, PO-JEN
校院名稱：國立體育大學
系所名稱：體育研究所
指導教授：周宏室
潘倩玉
學位類別：博士
出版日期：2022
主題關鍵詞：智能障礙；體適能；健康與體育知識；intellectual disability；physical fitness；health and physical education knowledge
原始連結：連回原系統網址new window
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目的：旨在探討八週複合式體育教學介入對智能障礙成人體適能、以及健康與體育知識之成效。方法：研究參與者為40名居住於社區之年滿18歲以上智能障礙成人；以年齡、性別及障礙程度進行配對，隨機分派為兩組，各為20人，第一組研究參與者先進行八週複合式體育教學介入，再追蹤八週，第二組在前八週無任何介入並維持正常作息，後八週則進行相同的體育教學介入，兩組研究參與者皆分別接受三次體適能測驗及三次健康與體育知識測驗：第一次測驗 (T1) 於八週體育教學介入前 (T1)；第二次測驗 (T2) 於八週體育教學介入後 (T2)；第三次測驗 (T3) 則於第二組進行八週體育教學介入後 (T3)。統計方法以混合設計二因子 (組別X時間；2x2) 變異數分析來考驗T1和T2教學介入之成效，交互作用達顯著時則使用簡單主要效果 (simiple main effect) 進行事後比較；另以相依樣本t檢定考驗第一組的追蹤成效以及第二組的實驗成效。統計分析皆使用SPSS第20.0版套裝軟體。結果：一、在體脂肪項目，第一組T2顯著少於其T1 (F = 6.56, p < .05)；二、在六分鐘走路項目，第一組T2明顯優於其T1 (F = 4.78, p < .05)，另外在八週介入後，第一組T2則顯著高於第二組T2 (F = 7.43, p < .05)；三、在等距伏地挺身項目，八週介入後第一組T2顯著高於第二組T2 (F = 4.78, p < .05)；四、在修正式仰臥腹部捲起項目，第一組T2顯著優於其T1 (F = 15.44, p < .01)，且第一組T2顯著高於第二組T2 (F = 4.81, p < .05)；五、在30秒椅子坐立項目，第一組T2顯著優於其T1 (F = 13.15, p < .01)，且第一組T2顯著高於第二組T2 (F = 4.57, p < .05)，下肢肌力在教學介入後，明顯進步。另外，第一組在教學介入後，經由八週的追蹤觀察結果，體適能各項測驗皆未達顯著差異，顯示第一組在八週介入後體適能測驗各項表現仍維持良好的成效。第二組T2與 T3測驗，經由教學介入後，分別在六分鐘走路測驗 (t = -5.02, p < .01)、等距伏地挺身 (t = -2.29, p < .05)、修正式仰臥起坐 (t = -3.84, p < .01) 和30秒椅子坐立 (t = -3.73, p < .01) 顯著進步。在健康與體育知識測驗方面，第一組T2顯著優於其T1 (F = 8.14, p < .05)，且八週追蹤後的第一組 (T2與T3)，健康與體育知識更明顯進步 (t = -2.28, p < .05)；而第二組在八週體育教學介入後 (T2與T3)，也顯著進步 (F = -4.89, p < .01)，換言之，第二組與第一組相同經由八週教學介入後，皆達良好的成效。結論：八週複合式體育教學介入，有助於提升智能障礙成人體適能、健康與體育知識能力之表現。
Objective: This study aimed to explore the effect of an 8-week integrated physical education intervention on physical fitness and health and physical education knowledge of adults with intellectual disabilities. Methods: The participants were 40 community residents with intellectual disabilities; These residents were adults aged 18 years or older. The participants were matched by age, sex, and degree of disability and were randomly assigned to two groups of 20 people. The first group of participants received an 8-week integrated physical education intervention, followed by 8 weeks of follow-up. The second group of participants kept regular hours without any intervention for the first 8 weeks and, for the subsequent 8 weeks, received the same physical education intervention the first group of participants took. Both groups each took three physical fitness training tests and three health and physical education tests: The first test (T1) was conducted before the 8-week physical education intervention; the second test (T2) was conducted after the 8-week physical education intervention; the third test (T3) was conducted after the second group of participants completed 8 weeks of physical education intervention. In terms of statistical method, two-way mixed-design analysis of variance (group × time; 2 × 2) to test the effectiveness of T1 and T2 educational interventions. When the interaction was significant, the simple main effect was used for post-hoc comparison. In addition, dependent sample t-test was performed to test the performance of the first group in the follow-up and the effect of the intervention on the second group. Statistical analyses were performed using SPSS Statistics 20.0 software package. Results: (1) The body fat of the first group was significantly lower in T2 than in T1 (F = 6.56, p < .05). (2) In terms of the six-minute walk: the first group performed significantly better in T2 than in T1 (F = 4.78, p < .05); after the 8-week intervention, the first group performed significantly better than the second group in T2 (F = 7.43, p < .05). (3) In terms of isometric pushup, the first group performed significantly better than the second group in T2 (F = 4.78, p < .05) after the 8-week intervention. (4) In terms of modified crunch, the first group performed significantly better in T2 than in T1 (F = 15.44, p < .01), and the first group performed significantly better than the second group in T2 (F = 4.81, p < .05). (5) In terms of the 30-second chair sit-to-stand, the first group performed significantly better in T2 than in T1 (F = 13.15, p < .01), and the first group performed significantly better than the second group in T2 (F = 4.57, p < .05); accordingly, the educational intervention significantly improved the participants’ lower-extremity muscle strength. The 8-week follow-up observation on the first group after their intervention revealed no significant difference in any items of the physical fitness test, indicating that the first group still maintained good performance in all items of the physical fitness test after the 8-week intervention. After the educational intervention, the six-minute walk (t = −5.02, p < .01), isometric pushup (t = −2.29, p < .05), modified sit-up (t = −3.84, p < .01), and 30-second chair sit-to-stand (t = −3.73, p < .01) of the second group significantly improved, as shown in T2 and T3. In terms of health and physical education knowledge test, the first group performed significantly better in T2 than in T1 (F = 8.14, p < .05). Moreover, the first group demonstrated significant improvement in health and physical education knowledge after the 8-week follow-up in T2 and T3 (t = −2.28, p < .05). After the 8-week intervention in T2 and T3, the health and physical education knowledge of the second group was also significantly enhanced (F = −4.89, p < .01). The 8-week educational intervention achieved favorable results in both groups. Conclusion: The 8-week physical education intervention effectively enhanced the physical fitness and health and physical education knowledge of adults with intellectual disabilities.
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臺灣人文及社會科學引文索引資料庫

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