青少年體適能的優劣影響其成年後罹患心血管疾病及代謝症候群的風險，如何讓身體 活動量不足的學生，養成運動習慣及增進其體適能，為各級學校體育政策的重要目標。本 研究主要探討體適能不佳的學生，經運動強化課程介入對其體適能的影響。經大一體適能 普測，篩檢出最後 20% 的 116 位新生為對象（男：58 人、女：58 人；平均年齡：18.84 ± 1.74 歲），於每週一次體育課程外，另安排每週一小時為期八週不同型態的運動強化課程，作為 運動強化機制；以配對 t-考驗比較介入前後各項體適能指標的差異。結果在身體組成方面： 身體質量指數 (body mass index, BMI) 增加 0.6% (p < .05)，但體脂肪率減少 3.4%(p < .01)； 而其它體適能指標變化率均有顯著增加：體前彎 (+26.1%, p < .01)、握力 (+12.6%, p < .01)、 腿肌力 (+9.4%, p < .01)、一分鐘仰臥起坐 (+5.3%, p < .005) 及心肺耐力指數 (+6.3%, p < .05)。另以不同型態運動強化課程分組進行前後測比較，發現有氧運動組（包含拳擊及飛 輪有氧課程）除 BMI 及腿肌力外，其它體適能後測指標優於前測，達顯著差異 (p < .05)； 而非有氧運動組（包含肌力及瑜珈課程）除腿肌力外，其它體適能後測指標優於前測，達 顯著差異 (p < .05)。總結，體適能不佳的大一新生，除原有體育課程外，另安排每週一小 時為期八週的運動強化課程，對其大部分的體適能指標具有促進的效果，本研究所實施的 體適能改善措施，可作為大專院校體適能促進策略擬訂的參考。

The risk of cardiovascular disease and metabolic syndrome in adults is influenced by the physical fitness levels during their teenage years. Promoting the habit of regular exercise to students who are lacking in physical activity and improving their fitness levels has become the essential goal for physical education strategies throughout the school system. The main purpose of this study was to investigate the effect of implementing exercise-reinforcement courses on students with poor fitness levels. 116 first year students whose fitness levels were in the bottom 20% of those screened were selected to participate in this study (58 males, 58 females; average age: 18.84±1.74 years). In addition to the regular physical education courses, these students were assigned one additional hour of an exercise reinforcement course per week for a total of eight weeks, as a part of the exercise-reinforcement mechanism. The pair t-test as used to compare the students' fitness 1evel s before and after the intervention. Results showed that for body composition, body mass index (BMI) was slightly increased (+0.6%, p＜.05) and the total body fat percentage was significantly decreased (-3.4%, p＜.01). In other areas, the fitness markers were also significantly increased: flexibility (+26.1%, p＜.01), hand-grip strength (+12.6%, p＜.01), leg pressing strength (+9.4%, p＜.01), sit-ups per minute(+5.3%, p＜.01) and cardiopulmonary endurance index(+6.3%, p＜.05). Students were divided into two study groups to receive aerobic or non-aerobic exercise reinforcement courses, and individual fitness levels before and after the courses were compared. It was found that aerobic exercise including kickboxing and spinning considerably improved the fitness markers (p＜.05) in all areas except BMI and leg pressing strength. Non-aerobic exercise such as strength training and yoga also considerably improved the fitness markers (p＜.05) in all areas except leg pressing strength. In conclusion, for university students with low fitness levels, it is recommended that in addition to their regular physical education courses, customized exercise-reinforcement courses should be arranged one hour a week for eight weeks to target on areas where they are lack of strength. Such short-term intervention would significantly improve most of their fitness markers. The exercise-reinforcement mechanism implemented during this study could serve as a reference for physical fitness improvement strategies proposed by colleges and universities.