國小智能障礙學生占所有國小身心障礙學生總人數四分之一，多數智能障礙學生因障礙程度不同、認知能力高低或生理條件優弱勢能力等原因，致在健康體適能與平衡動作表現上與同儕有極大的落差。本研究以個別化增強式動作訓練，探討對國小中度智能障礙學生平衡能力與健康體適能之影響，以三位國小中度智能障礙學生為研究對象，研究設計為單一受試研究法之A-B-A實驗設計，研究參與者進行為期十週，每週兩次，每次四十分鐘。以個別化增強式動作訓練為主要介入內容，難度採循序漸進，共有十二組動作，分為三階段，每階段為兩週，組數與次數隨著動作強度做調整。其動作內容有拿球蹲、垂直跳、跳停、單腳抬膝、舉球蹲、雙腳踢臀跳、雙腳跨跳、拿球跨腳蹲、拿球蹲跳、雙腳交叉跳、單腳跨跳和弓箭步蹲跳。於介入後蒐集平衡能力與健康體適能資料，以目視分析與C統計進行資料分析。本研究結果歸納出個別化增強式運動方案對國小中度智能障礙學生之平衡能力有立即與維持成效；對健康體適能均具有正向改善趨勢。因此，個別化增強式動作訓練可以有效增進國小中度智能障礙學生之平衡能力且對健康體適能有正向改善，可考慮將其動作訓練作為國小中度智能障礙學生健身運動及體育課程之運動處方。

Elementary school students with intellectual disabilities account for a quarter of the total number of students with disabilities in all elementary schools. Most students with intellectual disabilities are due to different levels of obstacles, cognitive abilities, or physical conditions and weak abilities. This leads to a huge gap with peers in terms of physical fitness and balance performance.The purpose of this study is to investigate the effects of individualized plyometric training on balance and the health-related fit-ness for elementary school students with moderate intellectual disabilities. The participants of the study are three elementary school students with intellectual disabilities. The research design is the A-B-A experimental design of the single sub-ject experimental design. Then, the participants in the study performed for ten weeks, twice a week, for 40 minutes each time. The main intervention content is individual-ized plyometric training. There are twelve movements in this exercise, and the diffi-culty of the movements increases over time, three stages, for two weeks in each stage. The number of sets and reps are adjusted according to the intensity of the exercise. Action content includes squat jump with the ball, jump up vertically, jump forward and stop, knee lift on one foot, ball squat, double leg butt kick, split leg squat with the ball, squat jump with the ball, scissor jump, single leg straddle and lunge squat jump. Collect balance ability and healthy fitness data after intervention, and analyze the data by visual analysis and C statistics. The results of this study concluded that the indi-vidualized plyometric training has immediate and maintenance effects on the balance ability of students with moderate intellectual disabilities in elementary schools, and it also has a positive trend of improving physical fitness. Therefore, individualized plyometric training can effectively improve the balance ability of elementary school students with moderate intellectual disabilities and positively improve their physical fitness. Consider using its movement training as an exercise prescription for fitness exercises and physical education courses for students with moderate intellectual disa-bilities in elementary schools.

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