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題名：足量運動及運動時間點對高中生體適能、創造思考能力與數學學科成就之影響
書刊名：教育研究集刊
作者：吳品錞／楊雅婷 引用關係／楊宜青
作者(外文)：Wu, Pin-chun／Yang, Carolyn Ya-ting／Yang, Yi-ching
出版日期：2013
卷期：59:3
頁次：頁101-139
主題關鍵詞：足量運動；運動時間點；體適能；創造思考能力；數學學科成就；Sufficient exercise；Timing of physical exercise；Physical fitness；Creative thinking；Mathematics achievement
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  • 被引用次數被引用次數:期刊(2) 博士論文(1) 專書(0) 專書論文(0)
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  • 共同引用共同引用:84
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本研究之目的在探討足量運動與運動時間點對高中生體適能、創造力思考能力及數學學科成就之影響，採前後測準實驗設計，以抽取臺北市都會型女子高中三個高一班級，共113位學生為樣本，進行三種教學策略之評估—傳統體育課組（對照組）、足量運動且非數學課前運動組（實驗組一）和足量運動且數學課前運動組（實驗組二），所蒐集的資料以單因子共變數分析及多變量變異數分析考驗三組在各向度總分與分向度分數之異同。研究結果顯示：一、在體適能方面，兩組實驗組總分均高於對照組，除柔軟度分向度外，兩組實驗組的肌耐力、瞬發力及心肺耐力分向度皆高於對照組。二、在創造思考能力方面，實驗組二總分優於實驗組一與對照組，兩實驗組在流暢力、標題力、精密力及開放力分向度皆優於對照組；實驗組二在獨創力及創造優異潛能分向度均優於實驗組一與對照組。三、在數學學科成就方面，實驗組二在低認知層次的知識及理解分向度高於實驗組一與對照組；三組在高認知層次（分析及綜合分向度）無顯著差異。本研究根據研究結果進行討論，並提出未來教育政策擬定與實施和相關研究之建議。
This paper explores the impact of the sufficiency and timing of physical exercise on physical fitness, creative thinking, and mathematics achievement. A pretestposttest quasi-experimental design involved 113 tenth grade students from three senior high school classes in the Taipei metropolitan area to investigate the effects of three instructional strategies-traditional physical education (comparison group), sufficient exercise earlier in the day (experimental group 1), and sufficient exercise immediately before mathematics class (experimental group 2). The collected data were analyzed by ANCOVA and MANCOVA to evaluate any differences among total and sub-scale scores for the three research groups. Our findings demonstrate: (1) Total physical fitness scores were higher for both experimental groups than for the comparison group. Both experimental groups’ subscales scores for muscular endurance, power, and cardiorespiratory endurance outperformed those of the comparison group. (2) Total creative thinking scores for experimental group 2 were higher than those of experimental group 1 and the comparison group. Both experimental groups’ subscale scores for fluency, abstractness of titles, elaboration and resistance to premature closure were higher than those of the comparison group. (3) Math achievement scores, including the lower level cognitive domain subscales of knowledge and comprehension, were higher for experimental group 2 than experimental group 1 and the comparison group. However, no differences were found among the three groups for higher level cognitive domain subscales, including analysis and synthesis. Based these findings, suggestions for further implementation of educational policies and research are proposed.
期刊論文
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14.Sattelmair, J.、Ratcy, J. J.(2009)。Physically active play and cognition: An academic matter?。American Journal of Play，1(3)，365-374。  new window
15.Singh, A.、Uijtdewilligen, L.、Twisk, J. W. R.、van Mechelen, W.、Chinapaw, M. J. M.(2012)。Physical activity and performance at school: A systematic review of the literature including a methodological quality assessment。Archives of Pediatrics and Adolescent Medicine，166(1)，49。  new window
16.Steinberg, H.、Sykes, E. A.、Moss, T.、Lowery, S.、LeBoutillier, N.、Dewey, A.(1997)。Exercise enhances creativity independently of mood。British Journal of Sports Medicine，31(3)，240-245。  new window
17.Steptoe, A.、Wardle, J.、Murmot, M.(2005)。Positive affect and health-related neuroendocrine, cardiovascular, and inflammatory processes。Proc Natl Acad Sci USA，102(18)，6508-6512。  new window
18.詹正豐(20070400)。臺北市高中職實施體適能納入升學計分之始末。學校體育，17(2)=99，17-24。  延伸查詢new window
19.Yang, Y.-T. C.、Newby, T. J.、Bill, R. L.(2008)。Facilitating interactions through structured web-based bulletin boards: A quasi-experimental study on promoting learners' critical thinking skills。Computers and Education，50(4)，1572-1585。  new window
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30.蔡忠昌、劉蕙綾(20061200)。運動對於腦部功能的影響：多上體育課會影響學業成績嗎？。大專體育，87，184-190。new window  延伸查詢new window
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研究報告
1.國立臺灣師範大學體育研究與發展中心(2010)。99年度各級學校學生運動參與情形報告。臺北市：教育部。  延伸查詢new window
學位論文
1.劉俐蓉(2010)。臺北市國中學生身體活動教育介入成效研究--跨理論模式之應用(博士論文)。國立臺灣師範大學。  延伸查詢new window
2.謝藝綾(2009)。五分鐘不同強度運動對國小學童選擇性注意力測驗及簡單反應時間測驗表現的影響(碩士論文)。國立彰化師範大學。  延伸查詢new window
3.武靜蕙(2007)。高職學生運動行為介入研究--應用跨理論模式(碩士論文)。國立臺灣師範大學，臺北市。  延伸查詢new window
4.陳仲義(2001)。運動時數對國民小學學童健康體適能的影響(碩士論文)。臺北市立師範學院。  延伸查詢new window
圖書
1.張世慧(2003)。行為改變技術：理論與實用技巧。臺北：五南。  延伸查詢new window
2.李乙明、Torrance(2006)。陶倫斯創造思考測驗圖形版。臺北：心理出版社。  延伸查詢new window
3.教育部(2010)。第八次全國教育會議實錄。臺北市：教育部。  延伸查詢new window
4.Ratey, John J.、Hagerman, Eric、謝維玲(2009)。運動改造大腦：IQ和EQ大進步的關鍵。野人文化股份有限公司。  延伸查詢new window
5.Cohen, J.(1988)。Statistical power and analysis for the behavioral sciences。Hillsdale, NJ：Lawrence Erlbaum Associates。  new window
6.Torrance, E. P.(1966)。Torrance tests of creative thinking: Norms-technical manual。Princeton, NJ：Personnel Press。  new window
7.陳正昌、張慶勳(2007)。量化研究與統計分析。臺北：新學林。  延伸查詢new window
8.歐滄和(2002)。教育測驗與評量。台北：心理出版社。  延伸查詢new window
9.林生傳(2005)。教育社會學。巨流圖書股份有限公司。  延伸查詢new window
10.Anderson, Lorin W.、Krathwohl, David R.、Airasian, Peter W.、Cruikshank, Kathleen A.、Mayer, Richard E.、Pintrich, Paul R.、Wittrock, Merlin C.、Raths, James(2001)。A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives。Addison Wesley Longman。  new window
11.Bandura, Albert(1986)。Social Foundations of Thought and Action: A Social Cognitive Theory。Prentice-Hall, Inc.。  new window
其他
1.(2011)。體適能指導，http://www.fitness.org.tw/direct02.php， 。  new window
2.Centers for Disease Control and Prevention(2011)。How much physical activity do children need?，http://goo.gl/pYzqC.。  new window
3.教育部體育司(20070720)。快活計畫，http://epaper.edu.tw/news/960912/273main2_01.doc， 2011/10/01。  new window
 
 
 
 
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