桌球運動對改善國小學習障礙學生不專注行為的影響

Abstract

專注行為是學習的關鍵因素之一，而學習障礙學生中有部分的族群由於不專注的行為而影響到其學習的效果。本研究旨在探討桌球運動對於國小學習障礙學生不專注行為之影響，參與者為三位桃園縣某國小高年級資源班男童，年齡在10歲10個月至12歲0個月之間，皆為具有分心特質的學習障礙學生，研究方法採用單一受試研究法之跨受試多探試設計，實驗期間包含基線期、介入期及維持期。自變項為桌球運動課程，依變項為不專注行為在體育課程與學科課程的表現情形。教學活動每週三節、每節四十五分鐘、共三週，體育課程與學科課程介入各二十一與二十二節課，教學介入撤除後進入維持期。以研究者改編之不專注行為觀察表記錄不同研究階段之行為表現，藉由視覺分析與C統計，分析教學介入之成效，並以教師、家長訪談表以瞭解研究之社會效度。所得結果顯示：一、桌球運動對於學習障礙學生不專注行為改善具有良好的立即效果。二、桌球運動對於學習障礙學生不專注行為改善具有維持效果。三、研究參與者家長及導師對桌球運動改善不專注行為給予正向的肯定與支持。本研究依據研究結果，提出未來運用桌球運動介入不專注行為教學及研究之建議，提供實務工作者及研究者參考之用。On-task behaviors are one of the key factors for learning. Some of the students with learning disabilities are unable to learn well because of off-task behaviors. The purpose of this study was to examine the effects of table tennis on off-task behaviors for students with learning disabilities. The three participants were 2 male fifth graders and a male sixth grader with learning disabilities and off-task behaviors. They were placed in resource class in an elementary school in Taoyuan County, age from 10;10 to 12;00 years old. A single-subject experimental study of multiple probe design across subjects was used. Experiment periods include baseline, intervention and retention phases. The independent variable of the research was table tennis activity, and the dependent variable was the effect of the off-task behaviors in physical and academic class. Forty-five minutes of table tennis session was given thrice per week, and the intervention lasted for 21 and 22 sessions in physical and academic classes in three weeks. Retention phases began after the completion of experimental lessons. A revised scale was used to record participants' off-task behaviors. The data were analyzed mainly through visual analysis and C statistics was also used as an auxiliary analysis. The teachers’ and parents’ interview data were evaluated for social validity. The results indicated that: 1. The table tennis activity resulted in good and immediate effect on decreasing off-task behaviors for students with learning disabilities. 2. The table tennis activity resulted in retaining effect on decreasing off-task behaviors for students with learning disabilities. 3.The participating parents and teachers confirmed the above conclusions and gave their support for table tennis activity on decreasing off-task behaviors for students with learning disabilities. The research findings offered implications for teaching table tennis strategies were addressed and suggestions for future studies were proposed.