學校體育課是兒童及青少年累積身體活動量的主要來源之一，也因此，許多健康促進的專家學者，對體育課的實施方式倍感興趣，尤其是當它涉及健康體適能的相關議題時。目的：比較11-16歲(13.04±1.01)國中智能障礙（男21人；女生14人）以及一般無障礙（男生21人；女生14人）學生體育課身體活動的差異。方法：隨機抽取一節體育課，並以SOFIT(system for observing fitness instruction time)來觀察記錄學生的身體活動。採二因子（學生性別x障礙組別）多元共變數（課程時間）分析(MANCOVA)來考驗學生體育課五種身體活動形式所佔課程總時間的比例。另採三個二因子共變數分析(ANCOVA)考驗學生性別與障礙組別在體育課的總能量消耗、能量消耗速率以及中強度以上身體活動時間百分比的差異。結果：整體說來，所有研究參與者累積了12.07±5.21分鐘中強度以上的身體活動，佔課程總時間的30.96%。學生性別與障礙組別在身體活動量上沒有明顯不同。結論：智能障礙和一般無障礙學生體育課的身體活動明顯不足。

The physical education (PE) in school is recognized as the most widely available resource for promoting physical activity among children and adolescents. Public health officials are interested in how PE is conducted, particularly as it relates to offering and promoting health-related physical activity. The purpose of this study was to examine the physical activity of youths, ages 11-16 (13.04±1.01) years, with (males, n=21; females, n=14) and without (males, n=21; females, n=14) intellectual disabilities in the secondary school PE classes. Each participant was observed during one PE lesson, and the system for observing fitness instruction time (SOFIT) was used to obtain information on youths' activity levels. A multiple analysis of covariance was conducted for controlling the lesson length to discern the differences in student activities as a function of youth gender and disability type. The two-way analyses of covariance were used to differentiate the lesson energy expenditure, the energy expenditure rate, and the proportion in moderate to vigorous physical activities (MVPA). Overall, youths accrued 12.07±5.21 MVPA minutes (30.96% of lesson time) in school PE. No gender and disability type differences were found for all physical activity variables. From this investigation it was noted that youths with intellectual disabilities are as inactive as their non-disabled counterparts in PE settings.