臺北市國中肢體障礙學生運動參與現況及阻礙因素研究

Abstract

本研究旨在暸解臺北市國中肢體障礙學生運動參與的現況及阻礙因素，其次比較不同背景學生之運動參與現況及阻礙因素的差異。本研究共發出問卷113份，有效回收問卷88份。研究工具為自編之「臺北市國中肢體障礙學生運動參與現況及阻礙因素調查問卷」，以描述統計、卡方檢定、克－瓦二氏單因子變異數等級分析等統計方法處理，研究結果發現：一、學生運動參與時間以週末或國定假日、每天課餘、寒暑假三者較高；運動參與時段以「放學後」最多；每週參與運動次數以「2次」者居多；而每次參與運動時間則多為「30分鐘以下」；「家人」是最常一起運動的友伴；參與運動的地點最常為「學校」；運動參與項目前五項依序為籃球、物理治療、游泳、羽球、職能治療等。二、學生運動阻礙因素較高的主要項目依序為，「學業壓力繁重」、「氣溫不適合（太冷、太熱）」、「運動很累」、「要寫作業」、「沒有時間」、「沒有持續運動的毅力」。三、「步行能力」及「參加運動性社團或校隊」，是造成學生每週運動次數有顯著差異的主因；「體位」及「參加運動性社團或校隊」，是造成學生運動阻礙因素有顯著差異的主因。The purpose of this study was to investigate the sports participation and constraint factors for junior high school students with physical disabilities in Taipei City and to compare the differences among different students’ backgrounds. 113 questionnaires were distributed in total and 88 of them were gathered. The research tool was self-developed “Questionnaire of Sports Participation and Constraint Factors for Junior High School Students with Physical Disabilities in Taipei City.” The collected data were analyzed by descriptive-Statistics, Chi-square, and Kruskal-Wallis one-way analysis of variance by rank. Based on the statistical analysis of the collected data, the major findings of this study were as the following. First, the time in which students exercised was mainly on holidays, after school or during summer/winter vacations. “After school” was the peak period in which most students exercised a day. The frequency which students’ exercised was “twice a week”. Each exercise “lasts no more than 30 minutes”. “Family members” were their main company when they exercised. The place where they usually exercised was “in school”. The sports which they played most were basketball, physical therapy, swimming, badminton, and occupational therapy sequentially. Second, the factors which mostly constrained students’exercises were “the heavy stress of school work,” “uncomfortable temperature (too cold or too hot),” “the tiredness after exercise,” “being forced to do their homework,” “a shortage of time,” and “without the perseverance of exercising constantly.” Third, “walking ability” and “participating in sports clubs or on the school sports teams” were the main factors of causing students’ significant differences of the exercising frequency in a week. “BMI” and “participating in sports clubs or on the school sports teams” were the major cause of students’ significant differences of constraint factors.