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研究生: 劉俐蓉
LI – JUNG , LIU
論文名稱: 臺北市國中學生身體活動教育介入成效研究— 跨理論模式之應用
The Study of the Effects of A Physical Activity Education Intervention among the Taipei Municipal Junior High School Students :Application of the Transtheoretical Model
指導教授: 李景美
Lee, Ching-Mei
學位類別: 博士
Doctor
系所名稱: 健康促進與衛生教育學系
Department of Health Promotion and Health Education
論文出版年: 2011
畢業學年度: 99
語文別: 中文
論文頁數: 255
中文關鍵詞: 國中學生身體活動階段改變自我效能知覺障礙知覺利益改變方法
英文關鍵詞: junior high school student, physical activity, stages of change, self-efficacy, perceived barrier, perceived benefit, processes of change
論文種類: 學術論文
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  • 本研究旨在探討應用跨理論模式設計的身體活動教育介入對國中學生身體活動知識、身體活動階段改變、身體活動、自我效能、知覺障礙、知覺利益、態度及改變方法的影響。本研究為準實驗設計(Quasi- experimental study)採不相等實驗對照組前後測設計,介入前兩組實施前測,介入後實施後測,間隔3個月實施後後測。本研究採立意取樣臺北巿二所公立國民中學,各抽取五個班為實驗組與對照組,實驗組113人,對照組128人。實驗組接受八週八節課的教育介入,對照組則不給予任何介入措施。研究者運用行為改變過程設計符合各行為改變階段的身體活動教育介入措施,內容包括改善身體活動知識、知覺障礙、知覺利益、自我效能、改變方法與態度的教學策略,例如講述法、小組討論、價值澄清、個人分享、角色扮演、影片、練習、填寫學習單以及小組競賽等活動,並發給實驗組身體活動學習教材。
    本研究以廣義估計方程式(GEE)進行統計分析,研究結果顯示,應用跨理論模式於國中學生身體活動介入,具有良好成效。主要結果如下:介入後經GEE的時間與組別交互作用分析,實驗組後測在身體活動、身體活動知識、知覺障礙、改變方法與身體活動態度均顯著優於對照組(p<.05)。介入後經GEE的時間與組別交互作用分析,實驗組後後測在階段改變、身體活動量、身體活動知識、知覺障礙、自我效能與改變方法均顯著優於對照組
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    (p<.05)。然而,介入後經GEE的時間與組別交互作用分析,實驗組後測與後後測的身體活動利益均未呈現顯著差異(p>.05)。
    根據本研究結果提出各級學校推廣學生身體活動教學時,在實務工作及未來研究上的建議,包括教導身體活動知識、依據階段改變採用適配的改變方法,並且應用降低知覺障礙、提升知覺利益、自我效能與身體活動態度的教學策略。同時,宜提供良好的身體活動環境,以及家長與教師的援助關係與外在資源。藉此以達到提升學生身體活動知識、階段改變、知覺利益、自我效能、身體活動態度、身體活動與降低知覺障礙的目的。

    The main purpose of this study was to analyze the effects of a physical activity education program on the stages of change, physical activity, knowledge of physical activity, perceived barriers and perceived benefits, self-efficacy, processes of change, and attitudes toward physical activity among the Taipei Municipal junior high school students.
    This study adopted the quasi-experiment design and the samples filled out three wave questionnaire, including pre-test, post-test, and post post-test (3 month later). Two Taipei Municipal junior high schools were purposively selected as the study schools. The total effective number of the experimental group was 113, with the control group being 128. The experimental group participated eight-week, eight sessions physical activity education program, while the control group didn’t take any course.
    The study used the processes of change and stages of change to design the physical activity education intervention. The teaching strategy included narrating, group discussion, value clarification, individual sharing, role play, video, exercise, worksheet and group contest. Besides, the experimental group received physical activity teaching materials as well.
    GEE analysis was used to estimate the effects of physical activity education intervention. This study found that the intervention had a positive effect of
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    physical activity behavior among the junior high school students. The main findings were as follows : (1)After interactions with groups over time, the two groups showed statistically significant difference (p<.05) on post-test on physical activity, knowledge of physical activity, perceived barriers of physical activity, processes of change, and attitudes toward physical activity. (2)After interactions with groups over time, the two groups showed statistically significant difference (p< .05) on post post-test of stages of change, physical activity, knowledge of physical activity, perceived barriers of physical activity, self-efficacy, and processes of change. (3)the two groups didn’t show statistically significant difference (p>.05) on post-test and post post-test on perceived benefits of physical activity. Totally, the experimental group was significantly better than control group on variables mentioned above.
    According to the study findings, it is suggested that the Transtheoretical Model could be used to design the physical activity education program for the junior high school students. Schools should provide proper physical activity environment and get parents and teachers involved in physical activity program.

    書名頁 ………………………………………………………………… 碩士論文通過簽名表…………………………………………………… 授權書…………………………………………………………………… 致(誌)謝……………………………………………………………… i 中文摘要 ………………………………………………………………iii 英文摘要 ………………………………………………………………v 目次 ……………………………………………………………………vii 表目次 …………………………………………………………………x 圖目次 …………………………………………………………………xii 第一章 緒論 ………………………………………………………… 1 第一節 研究背景與重要性…………………………………………1 第二節 研究目的……………………………………………………8 第三節 研究問題……………………………………………………9 第四節 研究假設……………………………………………………11 第五節 名詞界定 ………………………………………………… 12 第六節 研究限制………………………………………………… 15 第二章 文獻探討 第一節 身體活動的意涵與評估………………………………… 17 第二節 身體活動對健康的助益 ……………………………… 24 第三節 身體活動的類型、持續時間、頻率與強度之探討…… 28 第四節 影響青少年身體活動的相關因素探討 ……………… 31 第五節 跨理論模式 ……………………………………………… 38 第六節 應用跨理論模式於運動行為介入的成效探討…………… 48 第三章 研究方法 第一節 研究設計與架構 ………………………………………… 56 第二節 研究樣本 ………………………………………………… 58 第三節 研究工具 ………………………………………………… 58 第四節 身體活動教學計畫介入活動設計………………………… 73 第五節 研究步驟 ………………………………………………… 77 第六節 資料處理 ………………………………………………… 80 第四章 研究結果 第一節 教育介入前兩組背景資料、身體活動階段與身體活動 量比較分析……………………………………………… 81 第二節 教育介入前研究對象的身體活動知識、知覺障礙、知覺 利益、自我效能、改變方法與身體活動態度的分佈與比 較 ………………………………………………………… 83 第三節 教育介入後對於身體活動階段、身體活動量、知識、知 覺障礙、知覺利益、自我效能、改變方法與態度之成效 …………………………………………………………… 100 第四節 教學過程評量…………………………………………… 126 第五節 小結 ………………………………………………………133 第五章 討論、結論與建議 第一節 討論 ………………………………………………………135 第二節 結論 ………………………………………………………151 第三節 建議……………………………………………………… 153 參考文獻 中文部分 ……………………………………………………………163 英文部分 ……………………………………………………………169 附錄 附錄一 身體活動教學參與同意書 ……………………………… 181 附錄二 身體活動內容效度專家名單…………………………… 182 附錄三 身體活動調查問卷(初稿) …………………………… 183 附錄四 內容效度考驗…………………………………………… 195 附錄五 身體活動調查問卷(正式) ……………………………… 199 附錄六 三日身體活動紀錄……………………………………… 208 附錄七 三日身體活動紀錄使用同意函………………………… 212 附錄八 休閒運動態度量表使用同意函………………………… 214 附錄九 身體活動教學計畫內容效度專家名單………………… 216 附錄十 身體活動教學計畫 (一)國中學生身體活動教學方案簡介 ………………………… 217 (二)國中學生身體活動教學單元與活動一覽表………………… 218 (三)身體活動教學目標與教學內容……………………………… 220 (四)身體活動介入教學活動設計………………………………… 224 (五)身體活動學習單、投影片…………………………………… 240 附錄十一 教學評量………………………………………………… 250

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