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研究生:林韋如
研究生(外文):LIN, WEI-JU
論文名稱:跆拳道課程對智能障礙學生健康體適能及身體協調能力之影響
論文名稱(外文):The Effect of Taekwondo Course on Health-Related Physical Fitness and Body Coordination of Students with Intellectual Disabilities
指導教授:王瑱瑄王瑱瑄引用關係
指導教授(外文):WANG, CHEN-HSUAN
口試委員:詹元碩陳張榮
口試委員(外文):CHAN, YUAN-SHUOCHEN, JANG-RONG
口試日期:2017-06-29
學位類別:碩士
校院名稱:國立體育大學
系所名稱:適應體育學系
學門:民生學門
學類:運動休閒及休閒管理學類
論文種類:學術論文
論文出版年:2017
畢業學年度:105
語文別:中文
論文頁數:123
中文關鍵詞:跆拳道智能障礙健康體適能身體協調
外文關鍵詞:taekwondointellectual disabilitieshealth-related physical fitnessbody coordination
相關次數:
  • 被引用被引用:3
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  • 下載下載:1
  • 收藏至我的研究室書目清單書目收藏:0
智能障礙者因身體協調、動作表現不良,而減少參與身體活動的意願及機會,導致體適能不足,進而影響日常生活功能。跆拳道在動作技術方面需由全身協調配合,能有效地促進人體的力量、速度、靈敏、耐力及協調等身體發展,具有強身健體的功能。本研究以跆拳道為研究介入,探討其對智能障礙高職學生健康體適能及身體協調能力之影響。研究以新北市某特殊教育學校高職部中、重度學生為研究對象,採準實驗設計,將受試者20名隨機分組為對照組10名與實驗組10名,進行每週三次,每次五十分鐘,為期八週的跆拳道課程。於介入前、後進行健康體適能 (身體組成、坐姿體前彎、仰臥起坐、800公尺走跑) 及身體協調能力檢測 (張眼單腳站立於平衡木、沿直線向前走、同側邊手和腳同時原地跳及同側邊手指與腳掌同時打拍子),以描述性統計,獨立樣本t檢定、相依樣本t檢定、ANCOVA檢定及Johnson-Neyman technique,比較各施測項目之差異情形,顯著水準為α=.05。研究結果顯示,跆拳道課程對於肌耐力及動態平衡有提升效果,然其成效有待進一步釐清;而柔軟度及同側邊手和腳同時原地跳則達顯著差異。由此可知,八週的跆拳道訓練,可以改善智能障礙者柔軟度及雙側協調能力。建議未來學校可將此課程納入智能障礙健康與體育課程之中,增加課程之多元性,以增進學生之身體動作能力,提升日常生活功能及就業機會,改善其生活品質。
Individuals with intellectual disabilities have poor level of body coordination and motor performance, which reduce the opportunities to participate in physical activity. This leads to low level of fitness, affecting their daily living functions. Taekwondo (TKD) improves speed, agility, muscular strength and endurance, and coordination. The purpose of this study was to investigate the impact of taekwondo course on the fitness and body coordination for students with intellectual disabilities. Participants were voluntarily recruited from a special school in New Taipei City, Taiwan. Twenty participants with moderate to severe intellectual disabilities (TKD group, n=10; control group, n=10) participated. The TKD group participated 50 minutes each time, three times a week, for 8 weeks. Pre- and post-test health-related physical fitness test (body composition, sit and reach test, sit up test, 800-meter walk run) and body coordination tests (standing on one leg on a balance beam-eyes open, walking forward on a line, jumping in place-same sides synchronized, tapping feet and fingers-same sides synchronized) were measured. Descriptive statistics, independent-sample t test, paired-sample t-test, analysis of covariance (ANCOVA) and Johnson-Neyman technique were performed for the data analysis. Statistical significance was set at a level of p < .05. The results revealed that the TKD group had significantly better performance in flexibility and jumping in place-same sides synchronized than the control group. This study thus suggests that taekwondo course can improve flexibility and bilateral coordination in students with intellectual disabilities. Schools should implement taekwondo courses and ensure their availability in the health and physical education of students with intellectual disabilities to enhance their fitness and motor skills, thus improving their quality of life.
目 錄
第壹章 緒論
第一節 研究動機.........................................................1
第二節 研究目的.........................................................4
第三節 研究問題.........................................................5
第四節 名詞釋義.........................................................6
第五節 研究範圍與限制....................................................9
第貳章 文獻探討
第一節 跆拳道運動介紹...................................................10
第二節 智能障礙者健康體適能及身體協調能力.................................17
第三節 運動介入對於智能障礙者之影響......................................24
第參章 研究設計與實施
第一節 研究對象........................................................29
第二節 研究架構........................................................30
第三節 研究方法........................................................31
第四節 研究工具........................................................32
第五節 研究實施與流程...................................................37
第六節 資料處理與分析...................................................39
第肆章 研究結果
第一節 受試者基本資料...................................................40
第二節 跆拳道課程對健康體適能之成效......................................43
第三節 跆拳道課程對身體協調能力之成效....................................50
第伍章 討論
第一節 跆拳道課程對智能障礙者健康體適能之影響.............................59
第二節 跆拳道課程對智能障礙者身體協調能力之影響...........................63
第陸章 結論與建議
第一節 結論............................................................65
第二節 建議............................................................66
參考文獻
一、中文部分...........................................................67
二、外文部分...........................................................72
附錄
附錄一 IRB受試者同意書暨健康調查表.......................................92
附錄二 跆拳道課程教案..................................................99


一、中文部分
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王時帆 (2008)。跆拳道變換踢擊間歇訓練對體循環與新陳代謝之影響 (未出版之碩士論文)。國立體育大學,桃園市。
王朝仁、邱共鉦、陳淑貞 (2014)。跆拳道核心運動能力之探討。跆拳道學刊,1,45-58 。
全國法規資料庫 (2016年10月14日)。身心障礙者權益保護法。取自:http://law.moj.gov.tw/LawClass/LawAll.aspx?PCode=D0050046。
全國法規資料庫 (2016年10月14日)。特殊教育法。取自:http://law.moj.gov.tw/LawClass/LawAll.aspx?PCode=H0080027。
吳建隆 (2015)。如何協助身心障礙學生發展:專訪國立臺灣師範大學洪儷瑜主任。學生事務與輔導,53(4),67-70。doi:10.6506/SAGC.2015.5304.07
李忠穎、戴堯種、葉怡成 (2014)。健走運動對重度智能障礙者身體適能之影響。運動生理暨體能學報,18,11-22。doi:10.6127/jepf.2014.18.02
李祥亮、洪榮聰、劉國榮 (2016)。跆拳道對於警察技能訓練重要性之探討。跆拳道學刊,(3),69-78。
周孟儒、李元宏、向薇潔 (2010)。跆拳道體能課程對幼兒健康體能成長發展影響。兩岸體育學術研討會論文集,265-285。
林佳慧、蔣立琦、曾雯琦、陳良城、張幸初、蔣尚霖 (2014)。護理人員體適能對生活品質的影響。台灣復健醫學雜誌,42(1),11-22。doi:10.6315/2014.42(1)02
邱鈺淇、黎俊彥 (2008)。規律運動訓練對身體姿勢平衡控制之影響。中華體育季刊,22(3),23-30。
侯堂盛、任秀林、侯均穎 (2009)。球類運動對智障者動作能力之研究。嘉大體育健康休閒期刊,8(1),177-188。
柯建興 (2010)。認知型運動訓練對智能障礙學生下肢肌力影響 (未出版之碩士論文)。國立體育大學,桃園市。
柯斐馨 (2013)。智能障礙因身體活動不足所引發的健康堪慮. 臺中科大體育學刊,9,49-56。
洪榮聰、相子元 (2004)。跆拳道晉段擊破測驗器材與力量之研究。大專體育學刊,6(1),225-234。
胡庭甄 (2012)。樂趣化體育教學方案對增進高職智能障礙學生健康體適能之成效研究 (未出版之碩士論文)。國立東華大學,花蓮縣。
教育部國民及學前教育署 (2017年5月27號)。智能障礙類性別平等教育教材。取自:https://www.aide.edu.tw/ftp/%E6%99%BA%E8%83%BD%E9%9A%9C%E7%A4%99%E9%A1%9E%E6%80%A7%E5%88%A5%E5%B9%B3%E7%AD%89%E6%95%99%E8%82%B2%E6%95%99%E6%9D%90.pdf
教育部 (2011)。高中職以下階段之認知功能輕微缺損學生實施普通教育課程領域之調整應用手冊。取自:http://sencir.spc.ntnu.edu.tw/site/c_principle_002/index/process_t_key/212/mode_t_key/-1/data_t_key/-1/code/002/kind_code/003
教育部 (2013)。身心障礙及資賦優異學生鑑定辦法。取自:http://law.moj.gov.tw/LawClass/LawAll.aspx?PCode=H0080065
教育部特殊教育通報網 (2017年04月27日)。各教育階段身心障礙類學生特教類別統計。取自:https://www.set.edu.tw/default.asp
莊美華、林清山、吳慧君、葉麗琴 (2014)。身體活動介入對國小智能障礙學生健康體適能之影響。輔仁大學體育學刊,13,183-197。
許正心、賴益銘 (2014)。臺灣柔道發展探究 (1895-2013)。中華體育季刊,28(3),254-256。doi:10.6223/qcpe.2803.201409.1010
陳勇安 (2010)。直排輪運動對智能障礙兒童平衡能力之影響 (未出版之碩士論文)。國立臺灣師範大學,台北市。
陳奕勳、王月琪、朱木炎 (2014)。大專跆拳道選手速度,下肢力量與協調能力關係之探討。跆拳道學刊,1,1-14。.
陳昭君 (2015)。13週結構化體育課對高職智能障礙學生在綜合功能性能力評估的影響。嘉大體育健康休閒期刊,14(3),32-45。doi:10.6169/NCYUJPEHR.14.3.03
陳羿揚、林俊達、涂瑞洪 (2012)。獨輪車運動對人體協調性與平衡能力影響之探討。第五屆運動科學暨休閒遊憩管理學術研討會論文集,174-178。
陳益民、陳怜佑 (2009)。運動介入對智能障礙者之助益。桃竹區特殊教育,14,1-7。
陳銨漵、姜義村、陳科嘉 (2011)。品勢項目推廣對我國跆拳道運動發展之探究。嘉大體育健康休閒期刊,10(3),188-197。
陳霖鉉 (2013)。以跆拳道的「道」陶冶人性品格。學校體育,139,119-124。
曾煜程、李翠玲、黎俊彥 (2010)。三階段之洞教學應用在啟智班平衡問題學生的成效。身心障礙研究,8(1),55-69。
黃任閔、涂湘玫、胡巧欣、吳一德、呂謙 (2015)。感覺運動遊戲對智能障礙學童健康體適能之影響。運動與遊憩研究,9(4),47-69。
黃蕙娟、陳露菁 (2014)。跆拳道館學員運動參與動機之研究—臺中市跆拳道館為例。運動與健康研究,3(3),23-45。
黃騰慶 (2011)。幼兒身體組成、骨骼發展與平衡能力關係之探討 (未出版之碩士論文)。國立台北護理健康大學,台北市。
楊文超 (2014)。跆拳道訓練對普通高校大學生體質的影響 (未出版碩士論文),河南師範大學,河南。
楊忠祥 (2016)。協調性。取自:體育運動大辭典。http://sportspedia.perdc.ntnu.edu.tw/content?MainID=518
劉瑩芳、邱鈺淇、王嬿婷、黎俊彥 (2010)。八週射箭運動訓練對國小學童平衡控制特徵之影響。體育學報,43(2),29-41。
劉豐源、洪谷松 (2010)。跆拳道品勢運動深度休閒特質之研究。運動與遊憩研究,5(1),106-119。
鄭景峰 (譯)(2012)。評估平衡與設計平衡運練計畫 (原作者:V. H. Heyward)。載於卓俊辰 (校閱),體適能評估與運動處方 (第12章)。臺北市:禾楓書局。 (原著作出版年:2010)
鍾宜橋、許柏仁、潘倩玉 (2016)。複合式直排輪課程對高職智能障礙學生體適能與動作技巧之影響。體育學報,49(2),209-221。doi:10.3966/102472972016064902007

二、外文部分
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