慢性有氧運動對提升輕度智能障礙學生認知與學習之成效

本研究旨在了解慢性有氧運動對輕度智能障礙學生認知與學習提升之成效。透過準實驗研究法以課程外加時間對國中輕度智能障礙學生進行慢性有氧運動介入，以瞭解其執行功能、工作記憶與學業成就之介入成效。研究對象以新北市某兩間鄰近學校之輕度智能障礙學生為研究對象，實驗組（10人）採課程外加式有氧運動的方式，並以放學時間進行為期8週，每週2到4次，介入次數共25次的實驗介入，對照組（7人）則無，藉以瞭解慢性有氧運動的介入對輕度智能障礙學生的認知功能與學業表現的影響。實驗介入前後分別進行威斯康辛卡片分類測驗（Wisconsin Card Sorting Test, WCST）與區塊敲擊測驗（Corsi Block-Tapping Test, CORSI）測量執行功能及工作記憶；閱讀理解篩選測驗與基礎數學計算評量則用以評量學業成就表現。兩組學生均採用相同方式測量，並採用無母數分析之魏克生符號檢定（Wilcoxon Signed Ranked Test）比較實驗組與控制組學生前後測分數之情形。研究結果顯示以認知功能而言，外加式慢性有氧運動介入之輕度智能障礙學生，執行功能及工作記憶表現顯著優於無有氧運動介入之學生；成就測驗部分，外加式有氧運動介入與無提供外加式有氧運動之介入，對提升國中輕度智能障礙學生閱讀理解及基礎數學計算能力有顯著差異。結論：慢性有氧運動對提升國中輕度智能障礙學生認知功能與學習之成效可能有促進成效，建議可將有氧運動融入智能障礙學生校園學習生活中。

關鍵字

有氧運動；智能障礙；工作記憶；執行功能；學業成就

並列摘要

The purpose of this study was to investigate the impact of extra-curriculum aerobic exercise on cognitive function and academic achievement of junior high students with mild intellectual disability (ID). A quasi-experimental design, the nonequivalent pretest-posttest control group was applied to the study. The 17 participants were the students with mild intellectual disability in two neighboring schools and were assigned to experimental (10) and control (7) groups. The experimental group received extracurricular aerobic exercise 25 times after school during two months, whereas the control group did not. The Wisconsin Card Sorting Test (WCST) and the Corsi Block-Tapping Test (CORSI) were applied to measure the executive function and working memory. The scores of reading comprehension and basic mathematical calculation tests were indicators of academic performance. Besides, the questionnaires were used to understand the comments and suggestions of parents, teachers, and students about the intervention of chronic aerobic exercise. The findings of this study were as follows. The scores of WCST and CORSI after intervention were significantly higher than before in the experimental group, but NO significant difference was found in the control group. The scores of reading comprehension and the basic mathematical calculation tests after intervention were significantly higher than before in the experimental group, but NO significant difference was found in the control group. The results showed that extracurricular chronic aerobic exercise had a positive effect on cognitive and academic achievement of students with mild intellectual disability in junior high school.

並列關鍵字

Aerobics Exercise ； Working Memory ； Executive Function ； Students with Intellectual Disability ； Academic Achievement

參考文獻

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