運動遊戲介入對提升國中集中式特教班學生身體活動量之成效

本研究主旨在探討運動遊戲對提升國中集中式特教班智能障礙學生身體活動量之成效。研究方法採用單一受試研究法之跨受試者多基線實驗設計，研究對象為三名桃園市國中集中式特教班智能障礙學生，身體活動量的評量項目為身體移動步數、消耗能量及強度活動時間，在三名受試者接受基線期、介入期及維持期之體育課及整日身體活動量資料蒐集後，利用視覺分析法及C統計進行資料處理，並利用運動樂趣量表及訪談瞭解受試者及其師長對於運動遊戲之滿意度，本研究之結果摘要如下：一、運動遊戲課程介入對於三位受試者的身體活動量均達到立即效果，有助於體育課的身體活動量的提升，無論是身體移動步數、消耗能量及強度活動時間均有所提升。二、運動遊戲對提升國中集中式特教班智能障礙學生身體活動量中的身體移動步數沒有維持成效，消耗能量及強度活動時間則呈現部分受試者沒有維持效果，而部分有維持效果但並不顯著的情形。三、運動遊戲對提升國中集中式特教班智能障礙學生的整日身體活動量沒有明顯成效。總結而言，運動遊戲介入對提升三位受試者的身體活動量均達到立即效果，有助於體育課的身體活動量的提升，但在維持效果上較不明顯，透過此研究提出相關後續研究與實務應用上的建議。

關鍵字

運動遊戲；身體移動步數；消耗能量；強度活動時間；集中式特教班

並列摘要

The purpose of this study was to explore the effectiveness of Exercise and Game Program on improving the physical activity of students with intellectual disabilities. This study used a single-subject multiple baseline across subjects design. The participants were three students with intellectual disabilities in Self-contained Classrooms in Taoyuan City. The physical activity meaures include the number of physical movement steps, energy expenditure, and the time duratiob of moderate-intensity to high-intensity physical activities. The data collection included three phrases, from baseline, the interventional period, and the maintenance period. Individual students’ physical activities in physical education class and whole day were collected. The data were processed by visual analysis and C statistics to examine the intervention effects. At the same time, physical activity enjoyment scale and interviews was used to understand the satisfaction of Exercise and Game Program, the results of this study are summarized as follows: 1.The intervention of the Exercise and Game Program has an immediate effect on increasing physical activity of physical movement steps, energy expenditure, and the time of moderate-intensity to high-intensity physical activities in the physical education classes. 2.The maintenance effect of Exercise and Game Program on physical movement steps does not significant. The maintenance effects on energy expenditure and the time of moderate-intensity to high-intensity physical activities are not significant for some of participants, while some have maintenance effects but not statistically significant. 3.Exercise and Game Program intervention does not show significant effects on improving the overall amount of all-day physical activity of students with intellectual disabilities in concentrated special education classes. In conclusion, Exercise and Game Program intervention has immediate effects on improving the physical activity of all three participants, but not the maintenance effects. The suggested follow-up research direction and practical implemention are discussed.