13週結構化體育課對高職智能障礙學生在綜合功能性能力評估的影響

Effects of 13 Weeks Structured PE Class for Mild-Intellectually Disable Students in Vocational High School on Comprehensive Functional Capability Evaluation

陳昭君(Chao-Chun Chen)

《嘉大體育健康休閒期刊》 14卷3期 (2015/12) Pp. 32-45

https://doi.org/10.6169/NCYUJPEHR.14.3.03

摘要

目的：在體育課程中進行結構化、漸進式的身體鍛練，期望智能障礙學生在「綜合功能性能力評估」上的表現較鍛練前佳。方法：一、樣本透過導師推荐、參考個別化教育計畫中的能力現況、平日觀察的方式，取自高職綜職科(輕、中度智障者)共10名做為受試對象；二、分析「功能性能力測驗」中測驗動作所牽涉的身體參與肌群；三、規畫鍛練動作及時程表；四、安排前測、後測時間。五、採用相依樣本T 考驗、混合設計二因子變異數分析、Pearson Chi-Square、ω2關聯強度及η2效果係數檢視其呈現統計結果。結果：一、時間內維持固定姿勢的品質達到統計上的顯著差異(p ＜ .05)二、參與的受試者在以「秒數」為單位之測驗組合，前後測ω2效果量的表現呈現出高度關聯強度(ω2= .232)；三、測驗項目「站姿手向前伸」呈現統計上的顯著差異(p ＜ .05)、η2呈現效果大(η2= .522)、ω2呈現出高度關聯強度(ω2= .405)；「連續蹲下再站起」呈現η2呈現效果大(η2= .330) 、ω2呈現出高度關聯強度(ω2= .223)；「上下階梯數量」ω2呈現出中度關聯強度(ω2= .088)；「走平衡木」η2呈現效果大(η2= .270)、ω2呈現高度關聯強度(ω2= .152)。結論：結構化的體育課程活動，對於智能障礙學生有提升其下肢的力量、移動的速度、及平衡的能力。

關鍵字

特殊教育 ； 身心障礙 ； 職業能力 ； 肌力訓練 ； 體育教學

並列摘要

Purpose: The study was to see how much improvement mental disabled students receive through a structured and progressive physical activities in PE class on the ＂Evaluation of Comprehensive Functional Capability＂. Method: 1. There were 10 samples with mild or middle-mentally disabled studied in special education class in vocational high school. They were chosen by recommendation of their teachers, IEP descriptions, and observation of theirs daily life performance. 2. Observed which specific muscle groups are used in this evaluation. 3. Schedule for the training program. 4. Schedule for pre-evaluation and post-evaluation tests. 5. Use ＂Pair T, 2-Way ANOVA, chi2, ω2 and η2＂ for statistics purpose. Result: 1. It showed a significant difference (p ＜ .05) on maintaining a fixed pose within testing time. 2. It showed a strong effect size as (ω2= .232) between pre- and post- tests, as participants were measured in ＂seconds＂ during the tests. 3. Test items included a. Standing straight with arms stretching forwards, b. Continuously squatting with different foot in front then standing up, c. Stepping up and down, d. Walking on a balance beam. a. Standing straight with arms stretching forwards - It showed a significant difference as (p ＜ .05) , a high-level effect size on η2 as (η2= .522) , and strong effect size onω2 as (ω2= .405) . b. Continuously squatting then standing up - It showed a high-level effect size on η2 as (η2= .33) , a strong effect size onω2 as (ω2= .223) . c. Stepping up and down - It showed a mid-level effect size onω2 as (ω2= .088) . d. Walking on a balance beam - It showed a high-level effect size on η2 as (η2= .27) , a strong effect size on ω2 as (ω2= .152) . Conclusion: Through the structured and progressive physical activities in PE class, mental disable students had improved their strength of lower limbs, moving speed, and functional capability of keeping balance.

並列關鍵字

Special education ； Intellectually Disability ； Occupational Ability ； Strength Training ； Physical Education

參考文獻

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