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研究生:卓玉蓮
研究生(外文):Yulien Jwo
論文名稱:應用跨理論模式促進國中學生身體活動:認知-行為教育介入
指導教授:卓俊伶卓俊伶引用關係吳姿瑩吳姿瑩引用關係
學位類別:碩士
校院名稱:國立臺灣師範大學
系所名稱:體育學系在職進修碩士班
學門:教育學門
學類:專業科目教育學類
論文種類:學術論文
論文出版年:2002
畢業學年度:90
語文別:中文
論文頁數:72
中文關鍵詞:跨理論模式階段變化知覺運動利益知覺運動障礙
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本研究旨在探討認知-行為教育介入,對在學青少年身體活動階段之影響。以381位國一學生為實驗參與者,依方便取樣選取其中213人為實驗組進行介入活動,另外168人為控制組;實驗參與者均實施前測、後測及追蹤調查。實驗操弄的自變項為介入的有無,依變項為身體活動階段的變化。實驗所得資料分量性分析(階段變化)及質性分析(知覺利益及知覺障礙)二部分;量性分析之階段變化部份以卡方進行統計考驗,質性分析則以頻次分析之後陳述。結果發現:(一)36%之實驗參與者處於有規律健身運動習慣之行動期及維持期,(二)實驗組與控制組間之階段變化情形並未達顯著差異,(三)無論在實驗組或控制組,處於意圖前期、意圖期及準備期者(未建立規律健身運動習慣)之階段進步情形顯著高於處於行動期及維持期者(已建立規律健身運動習慣),階段退步情形則顯著較低;但實驗組與控制組間並未達顯著差異,(四)知覺運動利益以健康因素為主,與(五)知覺運動障礙則以時間缺乏因素為主。
Abstract
This study examined how the interventions affect the stages of physical activity among studied adolescents. Junior high school students (N = 381) completed a questionnaire assessing their current status of physical activity participation. Percentage distribution of the sample across the stages was : precontemplation, 11.8% (n = 45); contemplation, 15.5% (n = 59); preparation, 32.5% (n = 124); action, 23.9% (n = 91); and maintenance, 23.9% (n = 91). The experiment was conducted in a group of 213 students, four individual cognitive-behavioral educational sessions were conducted over four weeks. The findings of this study showed that 40 % participants including the control group advance their stage of exercise adoption in precontemplation, contemplation and preparation stages. Chi-Square analyses showed that there were not significant differences between experimental and control groups. The results failed to support the value of interventions to students’ physical activity stages of change. The significant factor of perceived benefit of exercise was health, and major perceived barrier to exercise was time constraints .
目 次
頁次
口試委員與系主任簽字證書……………………………………………………i
授權書…………………………………………………………………………...ii
中文摘要……………………………………………………………………..…iii
英文摘要………………………………………………………………………..iv
謝誌……………………………………………………………………………...v
目次……………………………………………………………………………..vi
表次……………………………………………………………………………..ix
圖次……………………………………………………………………………...x
第壹章、緒論…………………………………………………1
第一節 問題背景…………………………..…………………………..…1
第二節 研究的假定與限制……………………………………………….3
第三節 名詞解釋……………………………………………………………4
第四節 研究的重要性……………………………………………………....6
第貳章、文獻探討與研究問題………………………………7
第一節 跨理論模式的基本概念…………………………………….7
第二節 跨理論模式的相關文獻探討………………………………….…12
第三節 知覺運動利益及障礙相關文獻探討…………………………….16
第四節 文獻探討小結…………………………………………………….17
第五節 研究問題與假說……………………………………………….....18
第參章、方法………………………………………………..20
第一節 實驗參與對象…………………………………………………….20
第二節 研究工具………………………………………………………….20
第三節 研究設計與步驟………………………………………………….22
第四節 資料分析與處理………………………………………………….24
第肆章、結果………………………………………………..25
第一節 身體活動問卷調查結果………………………………………….25
第二節 活動學習單問卷結果…………………………………………….36
第伍章、討論………………………………………………..39
第一節 身體活動問卷……………………………………………….39
第二節 活動學習單問卷………………………………………………….44
第陸章、結論與建議……………………………………….46
第一節 結論…………………………………………………………….…46
第二節 建議……………………………………………………………….47
引用文獻………………………………………………..…..49
附錄…………………………………………………………56
附錄一 徵求實驗參加者函…………………………………………….57
附錄二 參加者須知及同意書….……...……………………………….58
附錄三 身體活動問卷………………………………………………….59
附錄四 活動學習單一………………………………………………….60
附錄五 討論一…………………………………..……………………...61
附錄六 講義一………………………………………………………….62
附錄七 活動學習單二………………………………………………….63
附錄八 討論二………………………………………………………….64
附錄九 講義二………………………………………………………….65
附錄十 講義三………………………………………………………….66
附錄十一 活動學習單三……………………………………………….…68
附錄十二 討論三………………………………………………………….69
附錄十三 活動學習單四………………………………………………….70
附錄十四 討論四………………………………………………………….71
附錄十五 講義四………………………………………………………….72
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