本研究目的在探討有、無參與地板滾球運動對於智能障礙學生人際關係的影響。以200位國中及高職階段之智能障礙學生為研究對象進行問卷調查,並以中學生人際關係量表為研究工具進行獨立樣本T檢定。本研究結果發現:參與地板滾球運動之智能障礙學生在人際關係的平均數(M=126.63)高於非參與地板滾球運動之智能障礙學生的平均數(M=113.85),且達顯著水準(t=4.25, p<.001),本研究結論顯示參與地板滾球運動之智能障礙學生的人際關係顯著優於非參與者。因此,地板滾球運動有助於智能障礙學生在人際關係的運用,建議學校可將地板滾球運動納入課程規劃中,以提升智能障礙學生參與運動的動機,期以建立運動習慣與友善的人際互動關係,提升生活品質。
The purpose of this research was to study the effects of playing Boccia on interpersonal relationships of adolescents with intellectual disabilities who participate in Boccia and nonparticipating students. The questionnaires were administrated to a satisfied sample of 200 intellectual disabled students who were randomly selected from the junior high and higher vocation school. The analysis was done with independent sample T test according to the interpersonal relationships scale for junior high school students. The study found that: In terms of the interpersonal relationships, the average of students participated in playing Boccia group (M=126.63) was higher than non-participated group (M=113.85), and there was significant difference between two groups (t=4.25, p<.001). The study found that the interpersonal relationships of adolescents with intellectual disabilities who participated in playing Boccia was significantly better than the non-participated students. Thus, we can conclude that playing Boccia conduces to improve interpersonal relationships of students with intellectual disabilities. It’s suggested that schools incorporate Boccia into course planning in order to enhance the motivation of students with intellectual disabilities to participate in sport, and to develop exercise habits and good interpersonal relationships to promote quality of life.