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研究生:李詠慈
研究生(外文):Yung-Tzu Lee
論文名稱:體適能訓練計畫對高職智能障礙學生健康體適能及職業功能性體能表現之成效-以台北市立啟智學校為例
論文名稱(外文):The effects of physical fitness training program on physical fitness and vocational functional capacity in students with intellectual disabilities-Using Taipei school of special education as an example
指導教授:李淑貞李淑貞引用關係
指導教授(外文):Shwn-Jen Lee
學位類別:碩士
校院名稱:國立陽明大學
系所名稱:物理治療暨輔助科技學系
學門:醫藥衛生學門
學類:復健醫學學類
論文種類:學術論文
論文出版年:2009
畢業學年度:97
語文別:中文
論文頁數:78
中文關鍵詞:體適能智能障礙工作能力分析職業功能性體能
外文關鍵詞:Health-related physical fitnessIntellectual disabilitiesWork capacity analysisVocational functional capacity
相關次數:
  • 被引用被引用:15
  • 點閱點閱:1467
  • 評分評分:
  • 下載下載:195
  • 收藏至我的研究室書目清單書目收藏:7
摘 要
背景與目的:智能障礙學生的生涯發展較同齡一般學童明顯不足,導致其整體動作協調能力及活動效率變差,以及影響未來畢業後進入職場的表現。儘管國內幾所特殊教育學校已開始進行高職智能障礙學生體適能訓練計畫,但鮮少研究探討國內高職智能障礙學生執行體適能活動訓練對於健康體適能及職業功能性體能方面的效果。本研究目的為探討體適能訓練課程對高職部智能障礙學生之健康體適能與職業功能性體能的訓練成效。方法:本研究以18位(16到18歲)就讀於台北市立啟智學校具有就業潛能之高一學生為對象,進行為期12週體適能訓練計畫課程,內容包括:(1)改善身體組成活動(2)肌力及肌耐力訓練(3)心肺耐力訓練(4)柔軟度訓練,探討介入訓練前後健康體適能參數及職業功能性體能之表現成效。本研究分析受試學生經由12週體適能訓練計畫課程介入前後的各項健康體適能參數變化量及職業功能性體能項目的改變差異,並且比較介入前健康體適能項目與教育部所公佈之同年齡青少年表現較低者以及體適能訓練計畫介入後遵從指令並努力配合施測者於介入訓練前後職業功能性體能項目改變差異。結果:本研究比較發現全體受試學生介入前後在800公尺跑走時間(單位:秒)(訓練前/訓練後:300±133/279±125,p=0.036)、肌力表現(單位:公斤) (訓練前/訓練後:36.7±30.4/48.1±46.2,p=0.007)方面有進步;比較與教育部所公佈之同年齡青少年表現較低者於介入後於800公尺跑走時間(單位:秒) (347±72/312±95,p=0.016)、一分鐘仰臥起坐(單位:次數/分) (12.3±3.6/15.3±4.2,p=0.023)、及坐姿體前彎(單位:公分) (-5.3±7.3/-3.1±11.5,p=0.050)等健康體適能參數表現有進步情形;在職業功能性體能評量部分,本研究發現認真組在推與拉三公尺重量車表現(單位:公斤)(推三公尺重量車41.3±12.9/54.1±21.7, p=0.012;拉三公尺重量車4..9±12.9/51.6±23.8,p=0.012)有顯著差異。結論:12週體適能訓練計畫課程,在心肺耐力、最大背肌肌力、肌耐力、及柔軟度等健康體適能參數表現於介入後有顯著進步,但在職業功能性體能參數表現於介入前後並沒有顯著差異。建議:本研究建議可將體適能訓練計畫於高職階段就業前之課程規劃參考。
Abstract
Background: Students with intellectual disabilities (ID) were shown to have below average physical performance as compared to those of regular students. This might further lead to inferior performance on overall coordination, activity efficacy, as well as vocational performance in their future adulthood. Although physical fitness training programs were initiated for some vocational high school students with ID in schools of special education in Taiwan, few programs reported the effects of training on health-related physical fitness (HRPF) and vocational functional capacity (VFC) of these students. Purposes. To investigate the effects of a physical fitness training program on HRPF and VFC in vocational high school students with ID. Study design. One group pre- and post-test design. Subjects. Eighteen students (16-18 years old) with ID but were evaluated with vocational potential at grade 10 of Taipei school of Special Education were recruited in this study. Outcome Measures. HRPF measures included body mass index, skinfold thickness, cardiovascular fitness by a 800 meter walk-run test, muscle strength by a maximal back strength test in standing, muscle endurance by one-minute sit up test, and flexibility by a sit and reach test. VFC measures included maximal lifting to different position (knuckle, chest, and eye levels), lifting and walking for 10 meters, pushing and pulling weight cart for 3-meter, going up and down stairs within 1 minute, and the distance walked within 1 minute. Procedures. All subjects received HRPF and VFC measurement prior and post training program. A 12-week physical fitness training program was conducted for each subject during one semester, and consisted of the following elements: (1) physical activities targeted on improvement of body composition, (2) muscle strength and muscle endurance training, (3) cardiovascular endurance training, and (4) muscular flexibility training. Data Analysis. A paired t-test was used to analyze the differences of HRPF and VFC before and after the 12-week physical fitness training program for all subjects. Two related non-parametric analysis with Wilcoxon Signed Ranks test was used to analyze the differences of HRPF and VFC before and after the 12-week physical fitness training program for those subjects with poorer HRPF as compared to the norms with same age and gender announced by the Ministry of Education and for those who demonstrated with good compliance to the training. Results. The training effects were noted as significant changes showed in 800 meter walk-run test (300�b133 vs. 279�b125 sec, p=0.036) and maximal back strength test in standing (36.7�b30.4 vs. 45.8�b49.2 kg, p=0.007) between before and after training program for all subjects. For those subjects with poorer HRPF as compared to the norms, significant changes in 800 meter walk-run test (347�b72 vs. 312�b95 sec, p=0.016), one-minute sit up test (12.3�b3.6 vs. 15.3�b4.2 times per min, p=0.023) and sit and reach test (-5.3�b7.3 vs. -3.1�b11.5 cm, p=0.050) between before and after intervention were demonstrated. And for those subjects with good compliance to the training, significant changes in pushing weight cart for 3-meter test (41.3�b12.9 vs. 54.1�b21.7 kg, p=0.012) and pulling weight cart for 3-meter test (40.9�b12.9 vs. 51.6�b23.8 kg, p=0.012) between before and after intervention were noted. But some decrement were noted as changes showing in maximal lifting to knuckle test (27.5�b11.3 vs. 22.6�b7.0 kg, p=0.010) and maximal lifting to eye level test (12.7�b4.5 vs. 11.0�b3.6 kg, p=0.037) for all subjects and maximal lifting to eye level test (13.8�b4.0 vs. 11.0�b3.6 kg, p=0.037) for those subjects with good compliance to the training. Conclusion: The effects of the 12-week physical fitness training program were demonstrated in cardiopulmonary and back muscular endurance of HRPF and pulling and push weight cart for 3-meter tests of VFC in vocational high school students with ID. The training effects were sowed to be more prevailing in some components of HRPF and VFC in those ID students with poorer HRPF and in those with good compliance to the training. Clinical Relevance: Physical fitness training program targeted on enhancing the HRPF and VFC for vocational high school students with ID could be incorporated into the curriculum of special education for these students.
第一章  前言……………………………………………………………
  第一節  研究背景…………………………………………………
  第二節  研究目的…………………………………………………
  第三節  研究假設…………………………………………………
  第四節  名詞釋義…………………………………………………
第二章  文獻回顧………………………………………………………
  第一節  健康體適能與職業功能性業體能的定義與內涵………  第二節  智能障礙者的健康體適能表現與影響因子…………
  第三節  智能障礙者的職業功能性體能表現及影響因子………
  第四節  評估智能障礙學生健康體適能及職業功能性體能之
工具………………………………………………………
第三章  研究方法………………………………………………………
  第一節  研究設計…………………………………………………
  第二節  研究對象………………………………………………
  第三節  訓練計畫…………………………………………………
  第四節  研究工具及成效測量……………………………………
  第五節  研究流程…………………………………………………
  第六節  資料分析…………………………………………………
第四章  研究結果………………………………………………………
  第一節  受試學生體適能訓練課程執行度………………………
  第二節  訓練前後受試學生身體組成表現的變化比較………
  第三節  訓練前後受試學生心肺耐力表現的變化比較…………
  第四節  訓練前後受試學生肌力及肌耐力表現的變化比較……
  第五節  訓練前後受試學生柔軟度表現的變化比較……………
  第六節  訓練前後受試學生職業功能性體能於介入前後的變化
比較
  第七節  受試學生體適能訓練課程的教師意見調查…………
第五章  討論……………………………………………………………
  第一節  體適能訓練課程對於高職智能障礙學生身體組成訓
練效果…………………………………………………
  第二節  體適能訓練課程對於高職智能障礙學生心肺耐力的訓
練效果……………………………………………………
  第三節  體適能訓練課程對於高職智能障礙學生肌力及肌耐力
的訓練效果………………………………………………
第四節  體適能訓練課程對於高職智能障礙學生柔軟度的訓練
效果
  第五節  體適能訓練課程對於高職智能障礙學生職業功能性體
能的訓練效果…………………………………………
  第六節  體適能訓練課程的教師意見調查………………………
  第七節  研究限制………………………………………………
第六章  結論與建議……………………………………………………
  第一節  結論……………………………..………………………
  第二節  建議………………………………………………………
參考文獻 ………………………………………………………………
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