直排輪運動對智能障礙兒童平衡能力之影響

Abstract

動靜態平衡是智能障礙兒童在日常生活中相當重要的動作表現。本研究目的旨在探討直排輪運動對國小中度智能障礙兒童動靜態平衡能力之影響。研究參與者為三位國小特教班中度智能障礙兒童，男生一位及女生二名，年齡在十歲八個月至十一歲七個月，智商平均得分為55，研究方法採單一受試研究法之跨受試多基線設計，實驗期間包含基線期、介入期與維持期。自變項為直排輪運動課程，依變項為靜態平衡能力與動態平衡能力。教學活動每週二節、每節四十分鐘、共十週十九節課。研究工具為靜態平衡能力的閉眼單腳站立測驗、動態平衡能力的平衡木檢測測驗及教師家長訪談表。資料分析分為量化及質性二種，量化資料採視覺分析法，含曲線圖、階段內、階段間分析，並以C統計為輔助分析；質性資料則對教師及家長訪談進行社會效度。結果：直排輪運動對三位研究參與者的平衡能力有改善，但能力提升的程度不相同。直排輪運動課程對丙生的靜態平衡能力有顯著提升、直排輪運動課程對三位學生的動態平衡能力有顯著提升、三位研究參與者的學習態度亦有正向改變。結論：教學方面應安排多元且符合學生興趣的教學活動、充實相關軟硬體設備、教師與研究參與者需建立長久且良好的互動，研究方法可從跨情境角度探討對研究參與者平衡能力的改善。Balance is important movement ability for children with moderate intellectual challenges in daily life. The purpose of this study focused on examining the effects of in-line skating in improving static balance and dynamic balance ability of elementary school age children with intellectual challenges. Participants were three students placed in self-contained special education classroom of an elementary school, included one boy and two girls, aged from 10:08 to 11:07 years old. A multiple baseline across subjects design was conducted in this research. Experiment periods include baselines, intervention and maintenance phases. The independent variable in this research was the in-line skating program, and the dependent variables were the static and dynamic balance abilities. Forty- minutes of in-line staking session was given twice per week, and the intervention lasted for 19 sessions in ten weeks. The measuring tests included “one-leg stance test with eye-closed” for static balance ability and “walking on the balance beam” for dynamic balance ability. The teachers and parents’ interview form were also conducted. Quantitative and qualitative data were both analyzed. Quantitative data performed through visual analysis which included curve, data within the phase and between phases. In addition, C statistic was used as an auxiliary analysis. The teachers and parents’ interview form were evaluated for social validity. The results showed: (1) The intervention of in-line skating has a positive influence in improving balance ability of three participants. However, the improvement level varies; (2) The findings indicated that there were significant effect of static balance ability for Student C; (3) There were significant effects of dynamic balance ability and learning attitude for three students. The conclusions of this study were (1) teacher should design program according to students’ interests and keep the program flexible and varied; (2) the school should renew and increase the relevant software and hardware equipment; (3) teachers should try to maintain a long-term and adequate relation and interaction with students; and (4) more researches with multiple baseline across settings are needed to investigate how would improve balance ability of the special population in different settings.