本研究擬從社會生態學的理論架構出發，從社會人口學因素、個人因素、微觀系統、居間系統以及外部系統四個層面來探討兒童身體活動參與之相關影響因素。主要研究對象為100學年度下學期臺北市12行政區中目前就讀國小階段的五、六年級兒童，在樣本的抽選上透過多階段取樣法來抽取樣本並進行調查。
結果發現：（一）社會環境因素、物理環境因素與個人影響因素在性別、年齡、運動校隊經驗、運動社團經驗以及社經地位間有顯著差異存在；（二）社會環境因素、物理環境因素與個人影響因素與身體活動有顯著相關性存在；（三）經個人影響因素（運動享樂感、自覺運動阻礙以及自我效能）調整後，同儕社會支持、兒童知覺父親涉入以及學校設施吸引力與其他社會環境與物理環境因素相較之下更能影響兒童身體活動參與；（四）社會環境因素與物理環境因素對身體活動量有直接與間接的影響力；（五）運動享樂感、自覺運動阻礙以及自我效能在環境因素與身體活動量間扮演了中介的角色。
透過社會生態學之理論與模式來瞭解身體活動的相關影響變項，可以讓實務工作者在面對相同情境時，針對變項加以操弄進而提高身體活動的參與，並做為日後協助兒童建立規律運動習慣之參考。

Based on the social ecology theory, the purpose of this study was aimed to understand the influence of social, physical environmental and individual factors on children physical activity participation. The subjects of this study were the 5 and 6–grade students enrolled in the second semester of 2012 school year. Multiple sampling was used to data collecting.
The findings were as follows: (1) social environmental, physical environmental and individual factors were significant correlated with physical activity. (2) differences of gender, grade, sport team experience, sport community experience and socioeconomic status were found in social, physical environmental, individual factors and physical activity. (3) when social and physical environmental factors were adjusted for individual factors, peer social support, children’s perceived father’s involvement and the attractiveness of school sports facilities could be efficient predictors of physical activity. (4) social and physical environmental factors had direct or indirect influences on children’s physical activity. (5) sport enjoyment, perceived barriers to exercise as well as self-efficacy worked as the mediators between environmental factors and physical activity.
The results of this study would provide referable guidance to related coaches, teachers, parents with the structure of social ecology theory when drawing up the future physical courses and helping children develop regular exercise habits.

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