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題名:多元運動課程對促進高職特教生功能性體適能與運動自我效能之研究
作者:邱進興
作者(外文):Chiu, Chin-Hsing
校院名稱:國立彰化師範大學
系所名稱:特殊教育學系
指導教授:張昇鵬
吳訓生
學位類別:博士
出版日期:2021
主題關鍵詞:多元運動課程功能性體適能運動自我效能智能障礙multi-component exercises programfunctional physical fitnessexercise self-efficacyintellectual disabilities
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本研究目的在探討多元運動課程對促進特殊教育學校高職部學生功能性體適能與運動自我效能之影響。本研究方法採用自我效能問卷調查與ABA單一實驗設計來收集資料。本研究參與者為來自兩方面包括:教師、代理教師、教師助理、及專業人員,另外一方面是學校具有中度的智能障礙學生。這些參與的學生被分配在三種不同身體活動課程,以八週的實驗時間完成課程教學實驗。本研究資料收集分析是以S P S S軟體統計,描述性、t test、Anova變異數分析。本研究結果發現如下:
1、教師對校本多元運動課程都持正面看法,普遍認同、支持與推廣校本多元運動課程。
2、教師普遍同意校本多元運動課程可以提升中重度智能障礙學生的自信心,和與同儕間關係更加親密。
3、多元運動課程介入對中度智能障礙學生體適能立即顯著提升效果,優於校本多元運動課程和課綱課程。
4、多元運動課程介入對中度智障礙學生30秒坐姿起立、30秒肱二頭肌手臂彎舉、抓背測驗、單腳屈膝坐姿體前彎、2.44公尺起身繞行、兩分鐘抬膝踏步和靜態平衡等皆有立即顯著成效。
5、多元運動課程介入對中度智障礙學生30秒坐姿起立、30秒肱二頭肌手臂彎舉、抓背測驗、單腳屈膝坐姿體前彎、2.44公尺起身繞行、兩分鐘抬膝踏步和靜態平衡,於課程結束後有保留成效。
本研究結論:教師大多認同及支持多元運動課程對中度智能障礙學生是一套有效的課程。另外,多元運動課程對中度智能障礙學生提升功能性體適能是一套有效的課程設計。本研究對未來如何應用及設計多元運動課程提升學生的體適能提出建議,作為相關單位的參考。
關鍵字:多元運動課程、功能性體適能、運動自我效能、智能障礙
The purposes of this study was examine the effects of multi-component exercises program on promoting the functional fitness and self-efficacy of higher vocational special education students. The method was adopted the "ABA Backward Experimental Design" of single-subject design. and self-efficacy questionnaire to collect data. The participants were recruited from teachers, assistants and professionals and students with moderate mental retardation from the vocational high in public schools. These students are divided into three groups for 8 weeks of different courses. The data were analyzed by using the statistical software package SPSS 22 for Windows 12. The data will collect and analyze by using descriptive statistics, t test, and Anova.
The results of this study are as follows:
1.Teachers have positive views on school-based of multi-component exercises program, and generally agree, support and promote of school-based multi-component exercises program.
2.Teachers generally agree that school-based multi-component exercises program can increase the self-confidence and become more intimate with their peers to the moderate and severe retardation students.
3.The intervention of multi-component exercises program has an immediate and significant effect on improving the physical fitness of students with moderate mental retardation, which is better than school-based multi-component exercises program and syllabus courses.
4.Multi-component exercises program intervened in 30 seconds chair-stand, 30 seconds of biceps curl, back scratch test, sit and reach, 8 feet up-and-go, 2 minutes step test for muscular endurance and static equilibrium test for the moderate retardation students have an immediate significant effect.
5.The intervention of multi-component exercises program in 30 seconds chair-stand test, 30 seconds of biceps curl, back scratch, sit and reach, 8 feet up-and-go, 2 minutes step for muscular endurance and static equilibrium test for the moderate retardation students have retained effectively after the end of the course.
The conclusion of this study was that a positive views and agree on school-based of multi-component exercises program from teachers, assistants and professionals. In addition, the intervention of multi-component exercises program has a significant effect on improving the physical fitness of students with moderate mental retardation. The implications for designing multi-component exercises program and instruction and future research are discussed.
Keywords: multi-component exercises program, functional physical fitness, exercise self-efficacy, intellectual disabilities
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