水中運動訓練對肢體障礙學生游泳能力影響之個案研究

Abstract

本研究利用水中運動訓練課程對肢體障礙學生游泳能力影響進行個案研究，課程運用Sherrill的水中樂趣與成功模式教學介入，觀察、記錄、瞭解學生在探索級游泳能力、進階級游泳能力及漂浮技巧游泳能力及學習適應上變化情形，旨在探討水中運動訓練介入對肢體障礙學生的游泳能力學習效果及生活能力的改善。本研究的對象為一名16歲高中女生，水中運動訓練時間合計10週，共20次，每次上課約50分鐘，訓練課程內容包括有水中行步、抬腿、划手、擴胸、漂浮打水等動作。在訓練期間以Sherrill的水中樂趣與成功模式之能力評量標準工具，評估研究對象之學習狀況。本研究獲具體結果如下：一、肢體障礙學生經水中運動訓練後，於水中適應能力表現有明顯的進步，並能在輔助下放鬆做出仰漂及俯漂，亦能使用輔具於水中自行活動；二、肢體障礙學生在接受水中運動訓練後，手部抓握、移動性動作、整體性動作等肌力表現已有明顯的進步；三、肢體障礙學生的肢體伸展性、平衡能力與游泳動作技能等方面有顯著差異；四、肢體障礙學生在接受三個階段的水中運動訓練後，在生活自理能力、社會及情緒行為方面亦取得穩定進展。藉由本研究的運動訓練教學介入，讓研究對象除了得到運動技能之外，在動作行為、自尊心、自信心等性格特徵，也獲得有良好的自我認同和發展。

This was a case study implementing Sherrill Water Fun and Success Model as training exercise to investigate a female student’s 2 levels of movement exploration in water and a level of pre-beginning swimming ability, and the change of water adaptability. More specifically, the purpose of this study was to examine the effects of aquatic exercise on the swimming ability and daily life ability of a female student. The participant of this study was a sixteen-year-old high school female student with physical disabilities. The student exercised twice a week for ten weeks. Each session lasted for 50 minutes. The Training program content included 5 movements in the pool: walking, leg lift, arm stroke, chest expanding, floating and kicking. During the training-time, participant was also observed and the performance was recorded on every instructional exercise time to assess the change of water adaptability and joint movements. Data for the participant’s performance on water adaptability and movement were collected using Beginning Competency Levels of Swimming for the Sherrill Model, and analyzed through descriptive analysis. The results were listed as follows: (1) The participant made good progress in water adaptability after aquatic exercise. She could float with assistance. Most of the time, she could move freely in the water; (2) The participant made good progress in hand grasps, locomotion skill, and functional ability in daily life; (3) The participant also made good progress in spreading limb and keeping balance, the skill of aquatic movement were improved significantly; (4) The participant also showed improvement in social, emotion and self-serve as a side benefit of this aquatic exercise program. The exercise training in the water provided the participant, aside from acquiring the skills, also showed good self-identification and self-development in some personal characteristics, such as movement behaviors, self-confidence and self-respect.