Switch 健身環課程方案介入對國中智能障礙生體適能之影響

本研究主要在探討體感科技Switch健身環課程方案對國中智能障礙學生體適能之影響，採用單一受試研究法倒返實驗設計，以Switch遊戲機搭配健身環大冒險之課程方案作為研究工具，探討體感科技融入體育課程，能否提升智能障礙學生之體適能包含肌肉適能、柔軟度、平衡感、協調性。研究對象為就讀新北市國中1名特教班的輕度智能障礙學生，實驗介入教學時間總共12週，一週上3節體育課，上課一次45分鐘。資料收集乃採基線期4次、介入期10次和維持期3次總共17筆資料，透過目視分析法及C統計進行分析研究結果，同時藉由教學結果檢核表、訪談、課堂觀察及教師省思日誌，幫助研究者在教學過程中調整教學策略及方法，檢討、修正個人的教學內容，促進個人的專業成長。本研究結果發現Switch健身環課程方案對國中智能障礙學生部份體適能有立即成效，撤除十二週課程介入後維持成效表現不一，最後針對結果提出未來研究之建議。

關鍵字

體感科技；智能障礙；體適能

並列摘要

This study aimed to investigate the impact of the Somatosensory Technology Switch fitness ring course program on the physical fitness of junior high school students with intellectual disabilities. The reversal design of Single subject experimental design, was used to perform the research and the Switch game console combined with the fitness ring adventure course program was used as a research tool, to explore whether the integration of somatosensory technology into physical education courses could improve the physical fitness of students with intellectual disabilities, including muscle fitness, flexibility, balance, and coordination. Taking a mentally handicapped student in a special education class in a junior high school in New Taipei City as the research object, the experimental teaching period lasted for 12 weeks, with 3 sessions per week, 45 minutes of experimental teaching each time, and collected 4 times of baseline period, 10 times of intervention period and maintenance period. There were 17 piece of data in 3 times. The research results were analyzed through visual analysis and C statistics. At the same time, through teaching result checklists, interviews, classroom observations and teacher reflection logs, researchers could improve teaching methods during the teaching process. Also research could promote professional growth through the process of reflection, review and revision of teaching content. The results of this study found that the Switch fitness ring program had an immediate effect on the physical fitness of students with intellectual disabilities in junior high schools. After removing the 12-week course intervention, the performance of the maintaining effect was different. Finally, suggestions for future research were put forward based on the results.