本研究探討發展階段與高低身體活動量兒童在動作模仿中，動作表現、學習與自我調整策略的差異。以立意取樣選取9歲與12歲組共122名學童依身體活動量分為高、低身體活動量組，各取12名合計48名，進行模仿手語工作，模仿過程全程錄影，並於24小時後進行保留測驗，並以系統觀察法因素分析手段分析影片資料。高、低身體活動量兒童在手語動作能力、自我調整策略及動作能力保留測驗上分別以2 (年齡) × 2 (身體活動) 單變項變異數分析 (ANOVA)、2 (年齡) × 2 (身體活動)多變項變異數分析 (MANOVA)，及獨立樣本t考驗進行統計分析。結果發現，(一) 12歲者在手語動作表現 ( p < .05, η2 = .15) 及保留測驗 ( p < .05, η2 = .13) 上顯著高於9歲者，(二) 高身體活動量者在手語動作表現 ( p < .05, η2 = .09) 及保留測驗 ( p < .05, η2 = .02) 上顯著高於低身體活動量者，(三) 在低身體活動量中9歲的自我調整組合策略顯著高於12歲組 (Wilk’s λ = .72, p < .05) ; 在12歲組中高身體活動量者的自我調整組合策略顯著高於低身體活動量者 (Wilk’s λ = .61, p < .05)，(四)9歲組兒童在觀察階段中自我調整策略顯著高於12歲組兒童 (Wilk’s λ = .61, p < .05,η2 = .15); 高身體活動量者在觀察階段中自我調整策略顯著高於低身體活動量者 (Wilk’s λ = .67, p < .05,η2 = .32)，與(五)發展階段與身體活動量在非觀察階段的自我調整無顯著差異。結論為 (一) 自我調整策略受發展與身體活動影響，(二) 12歲組兒童在模仿手語工作上有較佳的動作表現，(三) 12歲組兒童在模仿手語工作上有較佳的動作學習，(四) 高身體活動量兒童在模仿手語工作上有較佳的動作表現，與(五) 高低身體活動量兒童在模仿手語工作的動作學習上沒有差異。

This study investigated children’s age diffidence and physical activity level in self-regulation strategies, motor performance, and learning. Participants (N= 122) were divided into two groups whom were age 9 and 12 groups. Based on physical activity levels, children were assigned to high and low physical activity, and each group had 12 children. Children were asked to imitate six discrete sign language movements, and to recall the movement after 24 hours. All observable movements were filmed by video camera. Component approach of systematic observation was utilized to analyze movement filmed. 2 (age) × 2 (physical activity) two-way ANOVA, MANOVA, and independent t-test indicated that (1) older children had higher motor performance ( p < .05, η2 = .15) and learning ( p < .05, η2 = .13) than that of younger children, (2) high physical activity children had higher motor performance ( p < .05, η2 = .09) and retention test ( p < .05, η2 = .02) than that of low physical activity children in serial movement, (3) in low physical activity level, age 9 children had higher self-regulation orchestration strategies than that of age 12 (Wilk’s λ = .72, p < .05); In age 12 group, high physical activity’s children had higher self-regulation orchestration strategies than low physical activity children (Wilk’s λ = .61, p < .05), (4) in viewing phase, Younger children had higher self-regulation strategies than that of older children (Wilk’s λ = .61, p < .05,η2 = .15); high physical activity children had higher self-regulation strategies than low physical activity children (Wilk’s λ = .67, p < .05,η2 = .32), and (5) in non-viewing phase, no significant diffidence was found in self-regulation strategies between older and younger children. The conclusions were: (1) self-regulation was effected in development and physical activity, (2) Older children had higher motor performance in imitating sign language movements, (3) older children had higher motor learning in imitating sign language movements, (4) high physical activity children had higher motor performance in imitating sign language movements, and (5) there are no diffidence between high and low physical activity levels in imitating sign language movements.

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