臺灣博碩士論文加值系統

目的：本研究旨在探討每週實施3天，每次不同時段進行20分鐘並持續8週的跑走運動，對國小學童記憶力的影響。方法：以60位國小五年級學童為受試者 (年齡10.38±0.48歲，身高144.12±6.45公分，體重38.63±8.62公斤) ，採隨機分派為上午跑走組 (08：00至08：20) 與下午跑走組 (15：00至15：20) 二組實驗組及一組控制組，每組各20名。實驗組跑走運動強度為55至70％ HRmax，RPE 達到運動自覺量表12 至14 之間，控制組於實驗期間不實施任何運動的介入。實驗之前控制組與實驗組均以聽覺語文學習測驗 (Rey Auditory-Verbal Learning Test, RAVLT) ，進行記憶力前測，8週實驗結束後三組再進行後測。所得資料以二因子混合設計變異數分析，比較實驗前後三組記憶力表現是否有所差異，若組別間達顯著差異，再以scheffe法進行事後比較，顯著水準α為.05。結果：無論在短期或長期記憶方面，上午跑走組成績38.65 ±6.19及下午跑走組後測成績39.75± 8.99優於控制組36.95 ±8.86 ( p<.05 ) ，但二組間沒有顯著差異 ( p>.05 ) 。結論：學童於晨間活動時間及下午課間活動時間進行每週3次，每次20分鐘並持續進行8週的跑走運動，皆有助於增進國小學童短期記憶力，但上、下午時段之間對記憶力的影響沒有差別。

Purpose: This study aims to investigate the effect of run-walk exercise for 20 minutes every time, 3 times a week for a period of 8 weeks on elementary school children’s memory. Methods: 60 fifth graders of an elementary school, aged 10.38±0.48yr, 144.12±6.45cm in height, 38.63±8.62kg in weight, were enrolled as subjects and randomly assigned to three groups. The experimental groups were divided into the morning section (8:00~8:20) and the afternoon section (15:00~15:20); the students in the control group didn’t do run-walk exercise. There were 20 students in each group. Subsequently the experimental groups did run-walk exercise at the intensity of 55-70% HR max, exercising at Rating of Perceived Exertion (RPE) of 12-14, while the control group did not do any exercise during the experiment. Before training of the run-walk exercise, the experimental groups and the control group were pretested to assess memory with Rey Auditory-Verbal Learning Test (RAVLT). Eight weeks later, three groups were post-tested again. The data was generated and examined with Two-way Mixed Design ANOVA in order to figure out whether there was a significant difference among three groups on the children’s memory after the experiment of the run-walk exercise. If there were significant differences among the three groups, the scheffe method would be applied. Result: After the statistical analysis, the experimental groups of the run-walk exercise, either in the morning or in the afternoon, in intensity of 55-70%HRmax for 20 minutes daily and 3 times weekly, their scores of Rey Auditory-Verbal Learning Test (RAVLT) were significantly higher than the control group (p < .05), but there were no significant differences between the two experimental groups (p > .05). Conclusion: Run-walk exercise, either in the morning or in the afternoon, for 20 minutes every time, 3 times a week for a period of 8 weeks, is beneficial to promote elementary school children’s short-term memory and long-term memory. The effects are the same in different time periods.

中文摘要 i
英文摘要 ii
目次 iii
表次 v
圖次 vi
第一章 緒論 1
第一節　研究背景 1
第二節　研究目的 3
第三節　研究問題 3
第四節　研究假設 3
第五節　研究範圍和限制 4
第六節　名詞操作性定義 4
第二章　文獻探討 6
第一節　影響記憶力的因素 6
第二節　運動對記憶力的影響 7
第三節　運動對生理的影響 10
第四節　不同時段運動生理變化的影響 12
第五節　不同時段的運動效果 14
第三章　研究方法與步驟 16
第一節　研究對象 16
第二節　研究設計 17
第三節 實驗時間及地點 20
第四節　研究架構 21
第五節　測量方法及工具 22
第六節　資料處理及統計分析 25
第四章 結果 26
第五章 討論 30
第六章 結論與建議 33
第一節 結論 33
第二節 建議 33
參考文獻 34
中文部分 34
英文部分 37
附錄一 健康篩選問卷 45
附錄二 家長同意書 46
附錄三 15等級尺度運動自覺量表 48
附錄四 記憶力測試表 49
附錄五 上午組學生基本資料 51
附錄六 下午組學生基本資料 52
附錄七 控制組學生基本資料 53
附錄八 上午組記憶力前測原始分數表 54
附錄九 下午組記憶力前測原始分數表 55
附錄十 控制組記憶力前測原始分數表 56
附錄十一 上午組記憶力後測原始分數表 57
附錄十二 下午組記憶力後測原始分數表 58
附錄十三 控制組記憶力後測原始分數表 59
附錄十四 三組實驗前後短期記憶之二因子混合設計變異數分析摘要表 60
附錄十五 三組實驗前後長期記憶之二因子混合設計變異數分析摘要表 61
附錄十六 三組實驗前後長期記憶之scheffe法事後分析比較摘要表 62

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