創造性舞蹈和肌肉知覺活動對國中智障生平衡能力之影響

The Effects of Creative Dance and Kinesthetic Actions on Balance Ability of Mentally Retarded Adolescents

張惠如

《體育學報》 16期 (1993/12) Pp. 471-485

https://doi.org/10.6222/pej.0016.199312.3331

摘要

本研究目的是探討創造性舞蹈敎學活動和肌肉知覺活動是否能增進國中智障學生靜態和動態平衡的能力。研究對像是臺北市雙園國中和華江國中36名1-3年級，年齡13-17歲，輕、中度智能不足學生，其中華江國中12名，平均智商60.5，為控制組，雙園國中，24名隨機分派二組，一組實施創造性舞蹈活動，平均智商60.8，一組實施肌肉知覺活動，平均智商61.5，實驗組每週實施活動二次，每次二十五分鐘，為期八週，各組受試者皆施以Bass的平衡棒單足縱立之靜態平衡前測和後測，平衡木上行走的動態平衡前測、後測，以各組前測考驗平衡能力之均質性後，採單因數變異數分析和杜凱法事後比較進行統計分析，所得結論為：
1.肌肉知覺活動可以增進國中智障學生靜態平衡的能力。
2.肌肉知覺活動和創造性舞蹈敎學活動，都無增進國中智障學生動態平衡的能力。
3.創造性舞蹈敎學和肌肉知覺活動在增進國中智障學生平衡能力上有差異，創造性舞蹈敎學無法在短期內有效的改善國中智障學生靜態或動態平衡能力。可見平衡對國中智障學生而言一項特殊的運動技能，但靜態平衡能力仍可藉活動來加以改善。

並列摘要

The purpose of this study was to investigate whether creative dance and kinesthetic actions for mentally retarded adolescents (MRAs) could improve their static and dynamic balance ability. Thirty-six junior mentally retarded high school students were randomly assigned to one of three treatment groups: Creative dance, kinesthetic action, and control group. Each treatment session was 25 minutes, and was presented twice a week for over eight weeks. The Bass Stick Test (static balance) and Balance-beam Walk (dynamic balance) were used to evaluate balance ability before and after the experiment.
One-way ANOVA and Tukey's method was used for data analysis. The results indicated that:
1. The kinestetic actions can improve the static balance ability for MRAs.
2. The creative dance or the kinesthetic actions can not improve the dynamic balance ability for MRAs.
3. The kinesthetic actions was better than the creative dance for improving balance ability of MRAs in a short time period.
It can be concluded that the balance ability of mentally retarded adolescents maybe a specific motor skill, and the static balance ability can be improved by body action.