本研究探討三種不同體育教學在10週實驗後對大專女生健康體能之影 響。受試者為醒吾商專五專二年級女生148人(平均年齡16.6∼16.7歲)， 依健康體能活動介入一般體育課程時間之不同，隨機區分為高介入組(46 人)，低介入組(52人)和仍以一般體育課程進行教學(沒有健康體能介入 活動)之一般組(50人)。並以國立臺灣師大學校體育研究發展中心製訂的 健康體能測驗項目:(一)身體質量指數；(二)坐姿體前彎；(三)一分鐘屈膝仰臥起 坐；(四)立定跳遠；(五)800公尺跑走等五項，另增加肱三頭肌皮脂厚測量，總共 六項為本研究評量項目。結果發現高介入組實驗後坐姿體前彎、屈膝仰臥起坐 以及800公尺跑走成績顯著(p<0.05)優於實驗前水準，進步幅度分別為 (21.7%、21.6%和7.4%)，低介入組僅屈膝仰臥起坐和800公尺跑走達 顯著進步水準(p<0.05)，但兩項進步幅度(14.2%和5.9%)都低於高介入 組，而一般組沒有任何項目顯著改變。結論：10週一般體育教學中，增加健 康體能活動高介入組方式，對改善健康體能效果較大，低介入組效果有限，一 般組沒有任何顯著效果。

　　　　　This study investigated the effects of three types of physical education design for the health-related physical fitness (HRPF) after ten weeks training to the female student of college. The 148 second grade students of Hsing Wu College of Commerce, mean age 16.6-16.7 yrs., were studied. According to interfere time of difference with HRPF were separated of random the high interfere (HI) group (no 46); low interfere (LI) group (no. 52) and general physical education teaching as a general (GE) group (no. 50). The examination were assessed using a nationally known (established by Physical Education Research and Development Center National Taiwan Normal University) HRPF test, including 1) body mass index 2)sit and reach 3) one-minute timed sit-ups 4) standing long jump 5)800 meter run-walk, and extra added body fat survey, which total had six items for this research. Results indicated that the HI group had significant (p<0.05) progress in sit and reach (21.7 %)、one-minute timed sit-ups (21.6%) and 800 mater run-walk (7.4%). The LI group had significant (p<0.05) improvement in onr-minute timed sit-ups (14.2%) and 800 meter run-walk (5.9%) only, but all the progressive rates lower than the HI group. The GE group hadn't any significant (p>0.05) improvement in HRPF. Conclusions： The HI group who has large effects that better than the LI group and GE group when the fematle students of college went to improve the HRPF for ten weeks.