適應體育教學對國小中度智能障礙學童健康體適能之影響

本研究旨在探究適應體育教學對國小中度智能障礙學童健康體適能之影響，採單一個案研究法之維持設計（A-B-M）以兩位國小中度智能障礙學童為研究參與者，施予每週2次，每次50分鐘，共計8週適應體育教學介入，蒐集各階段的檢測資料，以描述分析、C統計及效果量等方法，分析介入成效。研究結果顯示，適應體育教學後，其健康體適能的身體組成、心肺耐力、肌力與肌耐力、以及柔軟度表現，皆顯著優於教學介入前，具有介入成效，撤除介入後，仍有維持成效，僅身體組成無顯著的維持效果。因此，本研究的適應體育教學能有效增進中度智能障礙學童之健康體適能。

關鍵字

單一個案研究；維持設計；效果量； C統計

並列摘要

The investigation was based on an A-B-M research design that aimed to investigate the health-related physical fitness impacts of the adapted physical education teaching for two elementary students with moderate intellectual disabilities. All inspection data were analyzed by the descriptive statistics, C statistics, and effect size. The results showed that after two students with moderate intellectual disability received 2 times a week, 50 minutes each time, a total of 8 weeks of adapted physical education teaching, the body composition, cardiorespiratory endurance, muscle strength and muscular endurance, and flexibility of their health-related physical fitness were promoted. Their performances were significantly with the intervention effect better than that before the teaching intervention. After withdrawing intervention, there was still a maintenance effect, but only the body composition had no significant maintenance effect. The adapted physical education teaching in this study can effectively promote the health-related physical fitness of students with moderate intellectual disabilities.

並列關鍵字

single-subject research ； maintained design ； effect size ； C statistics

參考文獻

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