課後好動任務對大學生體適能水準與認知影響之研究

本研究旨在瞭解課後好動任務對大學生體適能水準與認知之影響，實驗設計採準實驗設計，研究對象共計62位（男35人，女27人），進行三種課後任務評估，分別為實驗組一：以中、高強度運動為主的課後好動任務；實驗組二：以認知取向為主的課後好動任務；控制組：無課後好動任務。研究結果發現：體適能水準方面，介入身體運動課後好動任務的實驗組一，在肌肉適能及瞬間爆發力項目中得到顯著的提升效果；介入認知取向課後好動任務的實驗組二，在心肺適能、肌肉適能、瞬間爆發力及柔軟度四個項目得到顯著的提升效果。體適能認知方面，介入身體運動課後好動任務的實驗組一，體適能認知成績表現最差；介入認知取向課後好動任務的實驗組二，體適能認知成績表現最好。結論：以規定運動的方式強迫其運動，其效果僅限於肌肉適能，在其他向度中則無法有顯著的成效，因此建議以提升學生體適能認知的方式，學生體適能能得到有效的提升，其效果較為良好。

關鍵字

準實驗設計；身體運動；認知取向

並列摘要

The aim of this study is to understand the effect of postoperative teaching on college students' physical fitness and cognitive, experimental design using different groups before and after the test design, a total of 62 students (35 males and 27 females) were enrolled in the three courses of a national university elective course in the north, and three post-class assignments were conducted, respectively, for the experimental group 1: to high-intensity exercise-based post-class tasks; experimental group 2: cognitive orientation-based post-class tasks; the control group: no task. Results found that: Fitness level, the group 1 improved effect in the muscle fitness and instantaneous explosive force project has been significantly; the group 2 improved effect in the cardiopulmonary fitness, muscle fitness, instantaneous explosive power, and softness of the four projects have been significantly. Physical fitness cognition, the group 1 scores the worst; the group two scores the best. Conclusion: Forced exercise by prescribed exercise is limited to muscle fitness. In other dimensions, there is no significant effect. Therefore, it is recommended that students' physical fitness can be effectively improved in a way that enhances students' physical fitness. The improvement is better.

並列關鍵字

quasi-experimental design ； physical exercise ； cognitive orientation

參考文獻

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課後好動任務對大學生體適能水準與認知影響之研究

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