動作技能學習課程介入學齡前兒童體能活動對動作技能表現之影響

本研究的主旨在探討動作技能學習課程介入學齡前兒童體能活動對動作技能表現之影響。本研究之學齡前兒童選取台北市立某兩所國小的附設幼稚園之學齡前兒童做為研究對象，共計115名。實驗組(n=59)與對照組(n=56)兩組的中班與大班人數，並且均未曾接受過動作技能學習課程的介入。本研究之前後測施以動作技能測驗工具。根據前後測所得資料進行統計分析，其研究結果發現：一、經過六週動作技能學習課程的介入，實驗組學齡前兒童的動作技能表現、移動性動作技能、非操作型動作技能、操作型動作技能之後測成績表現有優於前測成績達顯著差異水準。在對照組方面，學齡前兒童的整體動作技能表現、非操作型動作技能、操作型動作技能後測顯著優於前測，但移動性動作技能前後測未達顯著差異水準。二、經過六週動作技能學習課程的介入，實驗組學齡前兒童的動作技能表現之後測成績表現有優於對照組學齡前學童成績達顯著差異水準。本研究結果建議，透過身體活動讓學齡前學童去感受這個世界，所有的身體活動均包含有空間與時間的元素，可以提高學齡前兒童的身體知覺、勁力知覺與關係知覺。

關鍵字

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並列摘要

The purpose of this study was to discuss the impacts of movement skill program on motor skill performance of preschool children. The participants of this study were two preschools in an elementary school of Taipei City. There were totally 115 preschool children. One class served as experimental group, and the other one served as control group. The Motor Skill Assessment was conducted in the pre-test and the post-test. After the statistical analysis, the results of this study were as following: After the 6-week of movement skill program into preschool physical education, 1. Motor skill performance, loco-motor skill, non-manipulate skill, and manipulate skill had more significant improvement for the experimental group from the pre-test to the post-test. Motor skill performance, non-manipulate skill, and manipulate skill had more significant improvement for the control group from the pre-test to the post-test. There was no significant difference in loco-motor skill between the pre-test and the post-test in the control group. 2. the students in the experimental group had significantly higher motor skill performance, loco-motor skill, non-manipulate skill, and manipulate skill than the students in the control group. The results of this study suggested that preschool children could be affected to experience through physical activity. The physical activity with space and timing factors can help preschool children on body awareness, effort awareness, and relationship awareness.