臺灣人文及社會科學引文索引資料庫系統

:::

詳目顯示

回上一頁
第 1 筆 / 總合 1 筆   第一頁 上一頁 下一頁 最後一頁
/1頁
題名：桌球訓練對國小學童注意力向度之影響
書刊名：成大體育
作者：古博文 引用關係／蘇巨湧／陳俐蓉 引用關係／李宜珊／蔡佩舒／劉羿德 引用關係
出版日期：2016
卷期：48:2=69
頁次：頁33-53
主題關鍵詞：認知；學習；身體活動；運動；學業成就；Cognition；Learning；Physical activity；Exercise；Academic performance
原始連結：連回原系統網址new window
相關次數：
  • 被引用次數被引用次數:期刊(2) 博士論文(0) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:2
  • 共同引用共同引用:82
  • 點閱點閱:163
現今探討桌球運動介入對學童多向度注意力影響的研究依然較少。本研究使用紙筆測驗與電腦化測量，探討12 週桌球訓練對國小學生不同注意力向度之效果。本研究為準實驗研究設計，自彰化市某國小三年級隨機選取2 班，分別作為實驗組與控制組，每組各20 人。實驗組利用早自習時間，接受十二週桌球訓練課程，每週兩次，每次40 分鐘；控制組則無其他介入課程。實驗介入前後兩組的注意力表現評估工具為維也納測驗系統(Vienna Test System, VTS) 之選擇性注意力(Cognitrone, COG-S7) 以及國小兒童注意力量表，其包含整體注意力與5 個注意力向度(集中性注意力、持續性注意力、選擇性注意力、交替性注意力及分配性注意力)。以卡方檢定與t 檢定比較兩組前測是否有顯著差異，再以混合設計二因子變異數分析探討桌球介入在不同向度注意力的影響。實驗結果顯示：在COG-S7 及國小兒童注意力量表的整體注意力與4 個注意力向度上，時間與組別具顯著的交互作用；國小兒童注意力量表除交替性注意力外，其它注意力表現均顯著地進步。控制組則未達顯著改變。本研究結論，12 週桌球訓練能提升國小學童特定向度的注意力程度，這對於國小教師在體育教學與健康促進工作上具有啟示。
Few studies have been conducted to investigate the influences of table tennis interventions on multidimensional attention in children. Whether the effects of table tennis trainings on different dimensions of attention vary remain equivocal. The aim of this study was to examine the effects of 12-week table tennis training on dimensions of attention among elementary school students using paper-pencil and computerbased measures. This study was a pre-post quasi-experimental design with two parallel groups. Two thirdgrade classes were randomly selected as the experimental group and the control group from an elementary school in Changhua City. Students in the experimental group (n = 20, 8.40 ± 0.50 years old) completed a 12-week table tennis training program in the morning (7:50-8:30 a.m., 40 minutes per session, and twice a week). The students in the control group (n = 20, 8.30 ± 0.47 years old) did not engage in any training courses. Before and after the intervention, attention performance was assessed using the computer-based Vienna Test System (VTS) (Cognitrone, COG-S7 for assessing selective attention) and the paper-pencil measure- the Attention Test for Elementary School Children, which assessed the overall attention and five dimensions of attention (focused attention, sustained attention, selective attention, alternating attention, and divided attention). Chi-square testes and independent t-tests were used to compare whether the two groups were equivalent at pre-test. The two-way mixed design analysis of variance (the within factor: time (pretest and post-test); the between factor: groups) was utilized to explore the effects of the 12-week table tennis program on school children’s attention and whether the effects differ across the dimensions of attention. No significant differences were found in attention performance and other underlying variables at pre-test. The two-way mixed design analysis of variance indicated that time × group interactions were found in the COG-S7 test and the overall attention and the four dimensions of the Attention Test for Elementary School Children. Compared with the control group, with the exception of alternating attention, the table tennis training improved the performance of the overall attention and its four dimensions, including focused attention, sustained attention, selective attention, and divided attention. In contrast, there was no significant change in the control group. The 12-week table tennis intervention could improve the elementary school children’s attention but the effects of table tennis training on the dimensions of attention may be differential. These findings could provide implications for physical education and health promotion for elementary school teachers.
期刊論文
1.Sohlberg, M. M.、Mateer, C. A.(1987)。Effectiveness of an attention-training program。Journal of Clinical and Experimental Neuropsychology，9(2)，117-130。  new window
2.廖智千、黃崇儒、洪聰敏(20110600)。身體活動與兒童大腦神經認知功能的關係。中華體育季刊，25(2)=97，312-322。new window  延伸查詢new window
3.陳凌莉、曾明郎(20131200)。獨輪車運動對國小學童注意力與活動量之研究。嘉大體育健康休閒，12(3)，140-149。new window  延伸查詢new window
4.葉舜貿、洪偉欽(20140800)。團體跳繩教學對國小學童注意力之影響。嘉大體育健康休閒，13(2)，139-148。new window  延伸查詢new window
5.Trudeau, F.、Shephard, R. J.(2008)。Physical education, school physical activity, school sports and academic performance。International Journal of Behavioral Nutrition and Physical Activity，5(1)，(10)1-(10)22。  new window
6.陳怡婷、黃崇儒、洪聰敏(20110300)。優秀桌球選手最佳運動表現的心理狀態。大專體育學刊，13(1)，44-54。new window  延伸查詢new window
7.Chang, Y.-K.、Tsai, Y.-J.、Chen, T.-T.、Hung, T.-M.(2013)。The impacts of coordinative exercise on executive function in kindergarten children: An ERP study。Experimental Brain Research，225(2)，187-196。  new window
8.Biddle, Stuart J. H.、Asare, Mavis(2011)。Physical activity and mental health in children and adolescents: a review of reviews。British Journal of Sport Medicine，45，886-895。  new window
9.王文宜、陳婷婷(20141200)。身體活動與多向度注意力思維之探討。休閒與社會研究，10，197-207。new window  延伸查詢new window
10.張育愷、林珈余(20100600)。身體活動對孩童認知表現的影響。中華體育季刊，24(2)=93，83-92。new window  延伸查詢new window
11.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 & Adolescent Medicine，166(1)，49-55。  new window
12.胡志鋒、林靜萍、陳裕芬(20060300)。大專甲組桌球雙打技術分析。大專體育學刊，8(1)，133-144。new window  延伸查詢new window
13.Ferris, L. T.、Williams, J. S.、Shen, C. L.(2007)。The effect of acute exercise on serum brain-derived neurotrophic factor levels and cognitive function。Medicine and Science in Sports and Exercise，39(4)，728-734。  new window
14.Van Praag, H.、Kempermann, G.、Gage, F. H.(1999)。Running increases cell proliferation and neurogenesis in the adult mouse dentate gyrus。Natural Neuroscience，2(3)，266-270。  new window
15.翁福興、蘇品嘉、許太彥(20121000)。桌球社團對學童平衡能力與敏捷性的影響。華人運動生物力學期刊，4(S2)，178-180。new window  延伸查詢new window
16.Chaddock-Heyman, L.、Erickson, K. I.、Voss, M. W.、Knecht, A. M.、Pontifex, M. B.、Castelli, D. M.、Kramer, A. F.(2013)。The effects of physical activity on functional MRI activation associated with cognitive control in children: A randomized controlled intervention。Frontiers in Human Neuroscience，7(72)，1-13。  new window
17.李京展、林耀豐(20110200)。桌球正手擊球之動作分析與強化策略。屏東教大體育，14，203-208。new window  延伸查詢new window
18.莊國良、劉有德(20130900)。勝負與實力差距對於比賽內容的影響--桌球個案標記分析。運動教練科學，31，1-12。new window  延伸查詢new window
19.Hillman, C. H.、Kamijo, K.、Scudder, M.(2011)。A review of chronic and acute physical activity participation on neuroelectric measures of brain health and cognition during childhood。Preventive Medicine，52(Suppl. 1)，S21-S28。  new window
20.Petersen, S. E.、Posner, M. I.(2012)。The attention system of the human brain: 20 years after。Annual Review of Neuroscience，35(1)，73-89。  new window
21.Tomporowski, P. D.、McCullick, B.、Pendleton, D. M.、Pesce, C.(2015)。Exercise and children's cognition: The role of exercise characteristics and a place for metacognition。Journal of Sport and Health Science，4(1)，47-55。  new window
22.Griffin, E. W.、Mullally, S.、Foley, C.、Warmington, S. A.、O'Mara, S. M.、Kelly, A. M.(2011)。Aerobic exercise improves hippocampal function and increases BDNF in the serum of young adult males。Physiology and Behavior，104(5)，934-941。  new window
23.Suzuki, T.、Shimada, H.、Makizako, H.、Doi, T.、Yoshida, D.、Ito, K.、Kato, T.(2013)。A randomized controlled trial of multicomponent exercise in older adults with mild cognitive impairment。PLoS One，8(4)，(e61483)1-(e61483)10。  new window
24.Posner, M. I.、Rothbart, M. K.(2014)。Attention to learning of school subjects。Trends in Neuroscience and Education，3(1)，14-17。  new window
25.吳昇光、王婕琳、陳福成、黃明祥、李曜全(2009)。學童參與桌球訓練前後動作能力之效益分析。健康促進科學，4(1)，37-50。  延伸查詢new window
26.吳廣宏(2005)。足球與乒乓球鍛鍊對小學生注意集中性的影響。寧夏大學學報，26(3)，287-289。  延伸查詢new window
27.吳廣宏、徐培、梁斌(2007)。足球與乒乓球鍛鍊對小學生注意特徵的影響。中國體育科技，43(2)，106-109。  延伸查詢new window
28.吳廣宏、梅峰、梁斌(2006)。足球與乒乓球鍛鍊對少兒注意持續性的影響。中國心理衛生雜誌，20(11)，739-741。  延伸查詢new window
29.葉品陽、陳彰惠、吳景寬、粘晶菁(20140600)。使用大腦神經科學協助教師改善單純注意力缺乏兒童的學習問題。特殊教育季刊，131，13-21。new window  延伸查詢new window
30.蘇巨湧、李宜珊、古博文(20140900)。十二週桌球訓練對國小學童注意力影響之研究。彰化師大體育學報，13，127-136。new window  延伸查詢new window
31.Chun, M. M.、Turk-Browne, N. B.(2007)。Interactions between attention and memory。Current Opinion in Neurobiology，17(2)，177-184。  new window
32.Howie, E. K.、Pate, R. R.(2012)。Physical activity and academic achievement in children: A historical perspective。Journal of Sport and Health Science，1(3)，160-169。  new window
33.Janssen, M.、Toussaint, H. M.、Mechelen, W. V.、Verhagen, E. A.(2014)。Effects of acute bouts of physical activity on children's attention: A systematic review of the literature。SpringerPlus，3，410-419。  new window
34.Seifert, T.、Secher, N. H.(2011)。Sympathetic influence on cerebral blood flow and metabolism during exercise in humans。Progress in Neurobiology，95，406-426。  new window
35.Thomas, B. P.、Yezhuvath, U. S.、Tseng, B. Y.、Liu, P.、Levine, B. D.、Zhang, R.、Lu, H.(2013)。Life-long aerobic exercise preserved baseline cerebral blood flow but reduced vascular reactivity to CO2。Journal of Magnetic Resonance Imagine，38(5)，1177-1183。  new window
36.王駿濠、張哲千、梁衍明、邱文聲、洪蘭、曾志朗、阮啟弘(20120600)。運動對孩童認知功能及學業表現的影響：文獻回顧與展望。教育科學研究期刊，57(2)，65-94。new window  延伸查詢new window
37.林鋐宇、周台傑(20100700)。國小兒童注意力測驗之編製。特殊教育研究學刊，35(2)，29-53。new window  延伸查詢new window
38.Pereira, A. C.、Huddleston, D. E.、Brickman, A. M.、Sosunov, A. A.、Hen, R.、McKhaim, G. M.、Small, S. A.(2007)。An in vivo correlate of exercise-induced neurogenesis in adult dentate gyrus。Proceedings of the National Academy of Science，104(13)，5638-5643。  new window
圖書
1.教育部體育署(2014)。教育部體育署101學年度各級學校學生運動參與情形。台北市：教育部體育署。  延伸查詢new window
2.Baechle, T. R.、Earle, R. W.(2000)。Essentials of strength training and conditioning。Human Kinetics。  new window
3.吳煥群、張曉蓬(1998)。乒談競技科學診斷。中國乒乓球協會。  延伸查詢new window
4.Schuhfried, G.、Wagner, M.、Karner, T.(2008)。Manual COG Cognitrone。Mödling：SCHUHFRIED GmbH。  new window
5.Sternberg, R. J.、Mio, J. S.(2009)。Cognitive psychology。Wadsworth：Cengage Learning。  new window
 
 
 
 
第一頁 上一頁 下一頁 最後一頁 top
:::
無相關著作
 
QR Code
QRCODE

臺灣人文及社會科學引文索引資料庫

目前上線人數：801（臺灣：800，外國：1） ／ 本年度總使用人次：1885225 ／ 訪客人次（自102年09月）：67686951
國家圖書館著作權聲明 Copyright © 2013 All rights reserved.
本館地址: 100201臺北市中山南路20號． 本館地圖及交通資訊．
總機：(02)23619132．最佳瀏覽解析度為1024x768以上