本研究主要是針對國中七~八年級學生,設計以運動及飲食為基礎的健康促進活力班進行教學介入,採準實驗設計,進行行動研究;以臺北市某所國中七~八年級學生為研究對象,實驗組42人,對照組42人,合計共84名學生,實驗組實施3週共6次「運動及飲食為基礎之健康促進活力班」課程介入,對照組則不予任何介入。所得資料以敘述性統計、卡方檢定、獨立t檢定及單因子共變數分析進行分析,以探究實驗介入在健康體位之認知、態度、行為及自我效能及身體質量指數之立即和延宕效果。研究結果發現,在進行共變數分析前,健康體位認知、態度、行為、自我效能及身體質量指數之組內迴歸係數同質性檢定結果皆同質,實驗組在運動及飲食為基礎的健康促進活力班進行教學介入後,在健康體位認知及健康體位自我效能上具有立即效果,而在健康體位自我效能上具有延宕效果。
This study is a quasi-experimental design action research aimed at students in the seventh to eighth grades of a junior high school in Taipei. A three week exercise and diet-based health promotion vitality class was held for teaching intervention. Eighty-four students from the seventh to eighth grades of a junior high school in Taipei participated in this study. There were 42 students in the experimental group and 42 students in the control group. The experimental group took 6 sessions of "Sports and Diet-Based Health Promotion Vitality Class" for 3 weeks, while the control group did not receive any intervention. Research data were analyzed by descriptive statistics, chi-square test, independent t-test and One-Way ANCOVA. Students' healthy weight knowledge, attitude, behavior, self-efficacy and body mass index were explored on the immediate and delayed effects of the intervention. The results of the study showed that healthy body weight knowledge, attitude, behavior, self-efficacy and body mass index were homogeneous before the covariation analysis. The healthy weight knowledge and healthy weight self-efficacy of the experimental group had significant immediate effects after intervention of the exercise and diet-based health promotion vitality class, while their healthy weight self-efficacy had delayed effect.