目的:本研究在探討合作學習融入計步器自我監控策略對學生身體活動量之成效,並探究學生參與的經驗歷程。方法:本研究採用前實驗研究設計,參與者為修大學體適能教育課程的29位學生,年齡為33.83 ± 9.34歲。以計步器、學習反思札記等方式蒐集資料,所得量化資料以重複量數單因子變異數分析,質性資料以持續比較分析與邏輯歸納方法,論述參與者動態生活型態發展歷程。結果:(一)學生身體活動量隨著課程階段持續地增加,且達到顯著差異水平。(二)從學生學習之經驗歷程中,發現大部分學生很容易受到現有生活方式的影響尚未養成動態生活習慣。在課程中期,學生可以通過自我要求與自我管理來培養動態生活習慣。在課程的後期階段,透過合作學習與加權模式進一步提升學生身體活動量。結論:合作學習融入計步器自我監控策略可以提升身體活動量,合作學習與自我監控策略對於身體活動的提升有關鍵作用,合作學習透過加權方式,可再進一步提升學生身體活動量。
Purpose: This study investigated the process and effects of the integration of cooperative learning with self-monitoring strategies on university students. Methods: A pre-experimental design was applied. The participants comprised 29 university students who attended physical fitness education courses. Data were collected through pedometers and learning reflection notes. Repeated measures analysis of variance and content analysis were conducted. Results: The amount of physical activity increased over time. Prestudy and poststudy levels of physical activity differed significantly. In the student learning experience, the amount of physical activity was affected by the students' lifestyle. By midway through the course, the students were able to achieve their physical activity goals through self-requirements and self-management. In the later stages of the course, the students further increased their physical activity through cooperative learning. Conclusion: Courses that integrate cooperative learning with self-monitoring strategies can promote and increase physical activity levels in university students.