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題名:運動介入對於中學生腦波活動與學習表現之影響
作者:劉信傑
作者(外文):LIU, HSIN-CHIEH
校院名稱:元智大學
系所名稱:資訊管理學系
指導教授:林志麟
林裕豐
學位類別:博士
出版日期:2024
主題關鍵詞:焦慮憂鬱運動強度學習表現腦波Anxietydepressionexercise intensityacademic performancebrain waves
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目的:本研究比較中學生在中高強度與一般強度運動介入後,對腦波活動與學習表現的影響。方法:以30名16~18歲之普通高中階段之健康男生為研究對象,將受試者分為兩組,15名學生為一般體育課程組(控制組),15名學生為中高強度運動組(實驗組)。其中,中高強度組接受為期12週,每週2節課,每節50分鐘的中高強度跑步訓練。兩組皆量測第1週與第12週運動前後的腦波變化。所得資料以成對樣本t檢定與獨立樣本t檢定處理。結果:(一)兩組間第1週運動後的α波與low-β波達顯著差異(p<.05)。(二)兩組間第12週運動後的low-β波達顯著差異(p<.05)。(三)兩組間第1週運動前後變化量的α波與high-β腦波達顯著差異(p<.05)。(四)兩組間第1週與第12週的腦波變化量的α波達顯著差異(p<.05)。(五)實驗組內第1週運動前後的α波、low-β波與high-β波達顯著差異(p<.05)。控制組內第1週運動前後的low-β波與high-β波達顯著差異(p<.05)。(六)實驗組內第12週運動前後的α波與high-β波達顯著差異(p<.05)。(七)實驗組內第1週與第12週的腦波變化量的α波達顯著差異(p<.05)。(八)控制組內第1週與第12週的腦波變化量的low-β波與high-β波達顯著差異(p<.05)。(九)實驗組內第1週與第12週運動前的α波、low-β波與high-β波達顯著差異(p<.05)。(十)控制組內第1週與第12週運動前的low-β波達顯著差異(p<.05)。(十一)兩組的學習表現未呈顯著差異。結論:中高強度運動後有較高的α波與low-β波能量,較低的high-β波,有助於人體放鬆,降低焦慮和緊張感,提高專注、維持記憶力和提升學習力,比無固定強度運動者為佳。本研究提供了開發中高強度運動的體育課程和為中學生提供中高強度運動處方時的依據。
Purpose: To compare the effects of moderate to high-intensity exercise intervention on brain wave activity and academic performance in high school students. Method: The study involved 30 healthy male high school students aged from 16 to 18. The participants were divided into two groups: 15 students in the regular physical education class group (CG) and 15 students in the moderate to high-intensity exercise group (EG). The EG group underwent a 12-week intervention, consisting of two periods per week. Each period lasted 50 minutes, focusing on moderate to high-intensity running training. Brain wave measurements were taken for both groups before and after the 1st and 12th weeks of exercise. The collected data were analyzed using paired sample t-tests and independent sample t-tests. Results: 1. There was a significant difference in α waves and low-β waves after the 1st week of exercise between the two groups (p < .05). 2. A significant difference in low-β waves after the 12th week of exercise was observed between the two groups (p < .05). 3. There was a significant difference in the change in α waves and high-β waves before and after the 1st week of exercise between the two groups (p < .05). 4. A significant difference in the change in α waves between the 1st and 12th weeks was observed between the two groups (p < .05). 5. In the EG, there were significant differences in α waves, low-β waves, and high-β waves before and after the 1st week of exercise (p < .05). 6. A significant difference in α waves and high-β waves was observed in the EG before and after the 12th week of exercise (p < .05). 7. There was a significant difference in the change in α waves between the 1st and 12th weeks in the EG (p < .05). 8. In the CG, there were significant differences in the change in low-β waves and high-β waves between the 1st and 12th weeks (p < .05). 9. Significant differences in α waves, low-β waves, and high-β waves were observed in the EG before and after the 1st and 12th weeks of exercise (p < .05). 10. In the CG, a significant difference in low-β waves was observed before and after the 1st and 12th weeks of exercise (p < .05). 11. The difference on academic performance between the two groups is insignificant. Conclusions: Moderate to high-intensity exercise results in increasing α wave and low-β wave power and decreasing high-β waves in the brains, which in turn facilitates promoting relaxation, reducing anxiety and tension, enhancing attention, maintaining memory, and improving learning performance compared to individuals with no fixed intensity exercise. This study provides a basis for developing physical education programs incorporating moderate to high-intensity exercise and prescribing such exercise to high school students.
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