廖邕Liao, Yung黃冠捷Huang, Kuan-Chieh2022-06-082024-02-022022-06-082022https://etds.lib.ntnu.edu.tw/thesis/detail/0f271146d39151016f18661e632f8713/http://rportal.lib.ntnu.edu.tw/handle/20.500.12235/117629智能障礙者先天生理狀況及體耐力不如一般同儕，身體活動的規劃也需要他人協助，造成智能障礙者身體活動量低於一般人，其肥胖比率亦高於一般族群。據此，本研究之研究目的為 ( 一 ) 瞭解智能障礙學生之身體活動總量。( 二 ) 探討智能障礙學生身體活動總量與國際間身體活動建議量之差異。( 三 ) 探討智能障礙學生「在校期間」與「非在校期間」身體活動總量之差異。本論文以三軸加速規 ( GT3X+ActiGraph, Pensacola, Florida ) 測量智能障礙學生之身體活動量，配合七日身體活動紀錄表紀錄研究對象佩帶加速規的時間點。研究對象為桃園市某國中集中式特教班三名智能障礙學生。研究對象須連續七日將加速規佩帶於腰部，並由家長或主要照顧者協助填寫七日身體活動紀錄表，記錄其身體活動量。研究結果如下：( 一 ) 三位研究對象之每日身體活動總量現況分別為平均：353.4分鐘；78.4分鐘；175.4分鐘。 ( 二 ) 三位研究對象之每日中高強度身體活動量平均分別為：32.6分鐘，1.6分鐘，12.8分鐘，低於國際間身體活動建議量。 ( 三 ) 三位研究對象每日「在校期間」身體活動總量平均數為131.6分鐘，標準差為56.3分鐘；每日「非在校期間」身體活動總量平均數為70.8分鐘，標準差為61.9分鐘。由此得知，研究對象「非在校期間」身體活動總量低於「在校期間」身體活動總量。建議教育單位和學校教師與專業團隊共同合作，例如：職能治療師和物理治療師，評估智能障礙學生身體動作機能狀況，規劃適合的身體活動內容，使學生於「在校」和「非在校期間」進行，以培養其規律運動習慣，並增進身體活動量。建議未來研究可針對一般學生身體活動量進行研究，以瞭解智能障礙學生與一般學生在身體活動量上之實際差距情形。The congenital physiological status of people with intellectual disability is not as good as that of ordinary peers, and the planning of physical activities also requires the assistance form others. As a result, people with intellectual disability may have less physical activity than the general population, and their obesity rate could be also higher than the general population. The aims of this study are ( 1 ) to understand the total amount of physical activity of the subjects, ( 2 ) to explore the difference between the total amount of physical activity of the subjects and the recommended amount of physical activity, ( 3 ) to explore the difference between the total amount of physical activity between the subjects during school and non-school period.In this study, the measurements include: ( 1 ) triaxial accelerometers ( GT3X+ActiGraph, Pensacola, Florida ) to measure the physical activity of students with intellectual disabilities, and ( 2 ) seven-day physical activity record form t was also used. The subjects of the study are three intellectual disability students in a special self-contained class in a junior high school in Taoyuan City. The subjects were required to wear the accelerometer on their waists for sevenconsecutive days, and their parents or main caregivers were required to fill in a seven-day physical activity record form to record their physical activity.The results showed that ( 1 ) the total amount of physical activity of the study subjects was : 353.4 minutes/day, 78.4 minutes/day, 175.4 minutes/day. ( 2 ) The moderate and vigorous physical activity of study subjects was : 32.6 minutes/day, 1.6 minutes/day, 12.8 minutes/day. Therefore, the total amount of physical activity of the study subjects is lower than the international recommended amount of physical activity. ( 3 ) the average physical activity of the three subjects during school period was : 131.6 minutes, with a standard deviation of 56.3 minutes; the average daily physical activity during non-school period was : 70.8 minutes, with a standard deviation of 61.9 minutes. Therefore, the total amount of physical activity of the study subjects during non-school period is lower than the total amount of physical activity during school period. It is recommended that education institution and school teachers to cooperate with disciplinary team, such as occupational therapist and physical therapist, to evaluate the physical function of students with intellectual disabilities. Plan the appropriate physical activity content so that students can do it during school period and non-school period, and cultivate their exercise habits, increase their physical activity. It is suggested that future studies can be conducted on the physical activity of general students to understand the actual difference between intellectual disabilities students and the general students.智能障礙學生身體活動三軸加速規intellectual disability studentphysical activitytriaxial accelerometer學術論文