隨著生活形態的改變國內學生肥胖情況也日漸升高,對身體健康亦遭有一些潛在的威脅,相關疾病也有逐漸增高的趨勢,體重過重智能障礙學生更是最弱勢的一群,且多數智能障礙者本身並沒有此方面的覺察與認知能力。 因此,本研究的目的為探討以三種不同的介入策略,分為營養教育加運動訓練課程(實驗組)、運動課程(運動組)與完全不介入(控制組)等三種不同教學策略方式。針對24名就讀於特殊學校的智能障礙青少年學生為受試者,在體重、BMI與腰圍的控制情形。為期10週的介入課程以隨機分派他們至實驗組、運動組與控制組,針對實驗組與運動組受試學生,每週進行2次運動訓練課程,每次45分鐘,另外實驗組學生增加1堂營養教育課程。分別檢測三組受試學生的體重、BMI與腰圍進行前後測比較。在課程結束後將所得資料進行共變數分析與T檢定,並輔以家長、導師與研究者的觀察記錄資料進行分析。獲得結果顯示:僅實驗組在腰圍方面進行T檢定有達統計上的顯著差異,且實驗組學生相較於其他兩組學生,在體重、BMI與腰圍的介入後控制情形都有較好的成效。
As the lifestyle changes, the obesity problem is increasing among our youths in Taiwan. Overweight and intelligent disabilities students are some of the most powerless in the society, because caregivers are absolutely required in their daily life. Nevertheless, most of them are not even able to aware that. This study aims to demonstrate the differences on weight, BMI and waist size among 3 grops: Nutrition and educational training (Experimental Group); Sports (Sports Group) and Non-intervened (Control Group). 24 young students are selected as volunteers. All of the students were asked to go through a 10-weeks intervention curriculum with random-assigned into 3 experimental groups, EG, SG and CG.EG and SG had twice training courses per week, each 45minutes; and EG had once nutrition education a week additionally. At the end of the courses, verification T and data-analysis which is complemented by parents, teachers and observation researchers would be taken. Results shows: only EG leads to statistically significant difference for T test in the waist size; and compared with the other two groups , EG are obviously better in weight, BMI and waist size under controlled.