應用自我導向學習促進體重控制班學員身體活動量改變之行動研究—以國立台灣師範大學為例
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2006
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本研究的主要目的為探討「增進身體活動量自我導向學習策略」對參與體重控制班之教職員工生的「身體活動認知」、「自覺身體活動利益」、「自覺身體活動障礙」、「身體活動自我效能」、「身體組成」及「身體活動量」之影響，並進一步探討教職員工生對該介入過程之評價。
本研究是以立意方式選取國立臺灣師範大學為研究地區，以校內有意願參與本研究計畫之教職員工生為研究對象，共計39名。以自我導向學習方式協助學習者進行為期二個月，七次增進身體活動課程，每次一小時，共計七小時。學員分別在教學介入前、後及課程結束後三個月，填寫問卷並接受身體組成檢測，以了解介入產生的立即及短期效果。
研究結果顯示學員背景變項對於前測得分之影響為：「自覺身體活動障礙」女性顯著高於男性。「身體組成」除體脂肪率外，體重、身體質量指數、腰圍及腰臀圍比值之前測得分男性均顯著高於女性；未婚者之身體組成(體重、身體質量指數、臀圍)較已婚者高；住家者之身體組成(體重)較住宿者低。「身體活動量」方面，年齡愈大，非上班日、三日身體活動量及非上班日、三日中重度身體活動量愈大；教職員工之非上班日及三日身體活動量顯著高於學生；教育程度愈高則上班日中重度身體活動量愈大；上班日身體活動量未婚者較已婚者低。
增進身體活動自我導向學習策略介入後，研究對象之「身體活動認知」、「自覺身體活動利益」、「身體活動自我效能」、「身體組成（體重、身體質量指數、腰圍、臀圍、腰臀圍比值）」、「工作日身體活動量」皆達統計上之顯著差異，顯示教學介入具有顯著立即效果。
增進身體活動自我導向學習策略介入結束後三個月，研究對象之「身體活動認知」、「自覺身體活動障礙」、「身體組成（體重、身體質量指數、腰圍、臀圍、腰臀圍比值）」、「工作日身體活動量」皆達統計上之顯著差異，顯示教學介入具有顯著短期效果。
學員針對個人狀況訂下不同的目標，參與課程後均表獲益良多，在課程結束後學員們所給予的意見都相當正向，對健康中心及所有的師長、工作人員都深表感謝。學員對於上課時間、上課地點、師資陣容、課程設計、工作人員亦表示為滿意或非常滿意。
整體而言，藉由增進身體活動量自我導向學習策略介入方式，能有效的提升增進身體活動量的相關能力。因此，建議針對本研究應用的增進身體活動量自我導向學習策略提供在教學實務及相關研究之參考。
The main purpose of the subject was to discuss the effects of the “self- directed learning strategy” in promoting the action of physical activity for the body weight control members from the faculty and students of national Taiwan normal university. The impacts was analyzed from the points of perception of physical activity, perceived benefit for physical activity, perceived barrier for physical activity, self-efficiency for physical activity, body composition, and the amount of physical activity. The process of self-directed learning was also estimated by the faculty and students involved. The study targeted the members from the faculty and students of national Taiwan normal university who had the will to join our self-directed learning program for body weight control. 39 persons was enrolled by such the purposing sampling method. The course of self-directed learning lasted for about 2 months. It included 7 times classes of physical activity and every class had one hour learning. Members were asked to complete the questionnaire and accept the examination of body composition before, just after and 3-months follow-up after the course in order to realize the immediate and short-term effects after the intervention. From the pre-test analysis of parameters of member background, the score of perceived benefit for physical activity was higher in females than males. However, except for body fat ratio, the score in body composition was higher in males (including body weight, body mass index, waist circumference, and waist-to-hip ratio). Unmarried people had higher body composition score than married people in body weight, body mass index and waist circumference. Members living in home had less body weight than living outside. Older people had much more amount of physical activity especially in moderate to heavy physical activity on non-working days and 3-days amount of physical activity. The faculty was more physical active than students on non-working days and 3-days amount of physical activity. There was more moderate to heavy physical activity in high educated persons in working days. And unmarried people were less physical active in working days than unmarried. After the intervention of self-directed learning strategy in promoting the action of physical activity for the body weight control members, the members expressed positive effects on perception of physical activity, perceived benefit for physical activity, self-efficiency for physical activity, body composition (body weight, body mass index, waist circumference, hip circumference, and waist-to-hip ratio), and the amount of physical activity on working days. And they had reached statistically significant. They displayed such the education affected immediately. After 3 months follow-up after the course completed, perception of physical activity, perceived barrier for physical activity, body composition (body weight, body mass index, waist circumference, hip circumference, and waist-to-hip ratio), and the amount of physical activity on working days had statistically significant difference than before the intervention. They revealed the education course had short-term effect. The members involved all set up their own destination for body weight control. And after the education courses, they express they had got more benefits from the learning process, shared with positive suggestions, and thanked to our instructors, and workers of our health center. Besides, they were also satisfied moderately or very much with the time, location, teachers, the designation and workers of the education course. In conclusion, the self-directed learning method is an effective strategy to be applied to increase physical activity and to improve the related ability. Therefore, the researcher according to the process and the results of the study gives the conclusion and suggestions founded on this research, which serves as reference for the educational application and related researches.
The main purpose of the subject was to discuss the effects of the “self- directed learning strategy” in promoting the action of physical activity for the body weight control members from the faculty and students of national Taiwan normal university. The impacts was analyzed from the points of perception of physical activity, perceived benefit for physical activity, perceived barrier for physical activity, self-efficiency for physical activity, body composition, and the amount of physical activity. The process of self-directed learning was also estimated by the faculty and students involved. The study targeted the members from the faculty and students of national Taiwan normal university who had the will to join our self-directed learning program for body weight control. 39 persons was enrolled by such the purposing sampling method. The course of self-directed learning lasted for about 2 months. It included 7 times classes of physical activity and every class had one hour learning. Members were asked to complete the questionnaire and accept the examination of body composition before, just after and 3-months follow-up after the course in order to realize the immediate and short-term effects after the intervention. From the pre-test analysis of parameters of member background, the score of perceived benefit for physical activity was higher in females than males. However, except for body fat ratio, the score in body composition was higher in males (including body weight, body mass index, waist circumference, and waist-to-hip ratio). Unmarried people had higher body composition score than married people in body weight, body mass index and waist circumference. Members living in home had less body weight than living outside. Older people had much more amount of physical activity especially in moderate to heavy physical activity on non-working days and 3-days amount of physical activity. The faculty was more physical active than students on non-working days and 3-days amount of physical activity. There was more moderate to heavy physical activity in high educated persons in working days. And unmarried people were less physical active in working days than unmarried. After the intervention of self-directed learning strategy in promoting the action of physical activity for the body weight control members, the members expressed positive effects on perception of physical activity, perceived benefit for physical activity, self-efficiency for physical activity, body composition (body weight, body mass index, waist circumference, hip circumference, and waist-to-hip ratio), and the amount of physical activity on working days. And they had reached statistically significant. They displayed such the education affected immediately. After 3 months follow-up after the course completed, perception of physical activity, perceived barrier for physical activity, body composition (body weight, body mass index, waist circumference, hip circumference, and waist-to-hip ratio), and the amount of physical activity on working days had statistically significant difference than before the intervention. They revealed the education course had short-term effect. The members involved all set up their own destination for body weight control. And after the education courses, they express they had got more benefits from the learning process, shared with positive suggestions, and thanked to our instructors, and workers of our health center. Besides, they were also satisfied moderately or very much with the time, location, teachers, the designation and workers of the education course. In conclusion, the self-directed learning method is an effective strategy to be applied to increase physical activity and to improve the related ability. Therefore, the researcher according to the process and the results of the study gives the conclusion and suggestions founded on this research, which serves as reference for the educational application and related researches.
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Keywords
自我導向學習, 體重控制班學員, 身體活動量, Self-directed learning, body weight control members, total amount of physical activity