目標設定介入對視障生身體活動量與運動自我效能之影響

The Effectiveness of Goal-Setting on Physical Activity and Exercise Self-Efficacy for the Visually Impaired Students

10.6222/pej.4404.201112.0907

林子文(Tzu-Wen Lin)；黃美瑤(Mei-Yao Huang)；張惠萍(Hui-Ping Chang)；林啟川(Chi-Chuan Lin)

自信心 ； 動機 ； 適應體育 ； 電子計步器 ； confidence ； motivation ； adaptive physical education ； pedometer

體育學報

44卷4期（2011 / 12 / 01）

593 - 607

繁體中文

目的：探討目標設定對視障生身體活動量與運動自我效能之影響。方法：以臺北市立某高中視障生20名為對象，分派為有目標設定組和無目標設定組各10人，進行為期12天的身體活動記錄。目標設定組的學生被要求每日進步至少10％的步數作為目標設定，無目標設定組則沒有任何目標。參與者的12日身體活動量以Yamax SW200電子計步器加以記錄，並在實驗結束後填寫運動自我效能量表，所得資料以獨立樣本t考驗和皮爾遜積差相關進行統計分析。結果：一、目標設定組的視障學生的12日身體活動量（M＝10996.68次）顯著高於無目標設定組（M＝7653.05次）。二、目標設定組的運動自我效能高於無目標設定組。三、目標設定組的身體活動量與運動自我效能有顯著正相關（r＝.76）。結論：目標設定的介入對視障生的身體活動量和運動自我效能具有提升效果，適當利用目標設定來促進視障生從事規律身體活動以及提升其參與運動的能力知覺是在適應體育課程中可以考慮使用的策略。

Purpose: To examine the effects of goal-setting on physical activity levels and exercise self-efficacy for the visually impaired student's. Methods: Twenty visually impaired high school students from Taipei School were participated in this study. Ten participants were assigned to receive goal-setting program as an experimental group, and ten participants were assigned to a control group and received non-goal setting program. The program was executed for 12 days. The experimental group was asked to complete the goal-setting questionnaire and set their daily goal by 10% increase as compare to their previous day's physical activity levels. Yamax SW200 digital mine pedometer was applied to measure physical activity levels; Exercise of Self-Efficacy was used to measure individual's believes about his/her agency or capacity to successful perform various tasks. A one-way ANNOVA and Pearson's product-moment correlation were applied for the data analysis, and the acceptance or rejection of this hypothesis was set at the .05 levels. Results: a) the visually impaired students for the experimental group had significantly higher tallies of physical activity levels (M=10996.68) than the visually impaired students for the control group (M= 7653.05); b) the visually impaired students for the experimental group had significantly higher scores than the visually impaired students for the control group did on self-efficacy; c) a positive physical activity levels and exercise self-efficacy relationship was founded in the experimental group. Conclusion: The study supported the goal-setting was a highly effective strategy to increase physical activity levels and exercise self-efficacy for the visually impaired students. It is a great strategy to promote physical activity levels for the visually impaired student by applying goal-setting, and increase their perception of exercise participation for the adaptive physical education curriculum.

1. 王淑華、李建明(2006)。計步器之應用效益。大專體育，82，55-60。
   連結：
2. 王耀德、盧俊宏(2004)。不是炒冷飯！而是要進一步挑戰：再談運動領域中目標設定理論。大專體育，70，130-135。
   連結：
3. 周建智、黃美瑤(2010)。健康體適能教學方案在高中體育課的應用：問題導向學習理論觀點。體育學報，43(2)，149-170。
   連結：
4. 潘倩玉(2007)。特殊學校學生適應體育課程的身體活動。體育學報，40，105-118。
   連結：
5. American Alliance of Health, Physical Education, Recreation, and Dance(1999).Physical education for lifelong fitness: The physical best teacher's guide.Champaign, IL:Human Kinetics.
6. Bandura, A.(1997).Self-efficacy: The exercise of control.New York:W. H. Freeman.
7. Bassett, D. R., Jr.(2000).Validity and reliability issues in objective monitoring of physical activity.Research Quarterly for Exercise and Sport,71,30-36.
8. Cuddihy, T. F.,Pangrazi, R. P.,Tomson, L. M.(2005).Pedometers: Answer to FAQs from teachers.Journal of Physical Education, Recreation, and Dance,76(2),36-40.
9. Eccles, J. S.,Wigfield, A.(2002).Motivational belief, values, and goals.Annual Review of Psychology,53,109-132.
10. Farhney, S.,Kelley, C.,Dattilo, J.,Rusch, F.(2010).Effects of goal setting on activity level of senior exercisers with osteoarthritis residing in the community.Therapeutic Recreation Journal,44,87-102.
11. Feltz, D. L.(1988).Self confidence and sports performance.Exercise and Sport Science Reviews,16,423-457.
12. Gardner, P. J.(2002).Halifax, Nova Scotia, Canada,Dalhousie University.
13. Hall, K.,Crowley, G.,McConnell, E.,Bosworth, H.,Sloane, R.,Ekelund, C.,Morey, M.(2010).Change in goal ratings as a mediating variable between self-efficacy and physical activity in older men.Annals of Behavioral Medicine,39(3),267-273.
14. Hannon, J.,Ratliffe, T.(2005).Physical activity levels in coeducational and single-gender high school physical education settings.Journal of Teaching in Physical Education,24(2),149-164.
15. Hatano, Y.(1993).Use of the pedometer for promoting daily walking exercise.International Council for Health, Physical Education, and Recreation,29(4),4-8.
16. Horvat, M.、Eichstead, C. B.、Kalakian, L. H.、Corce, R.、林鎮坤譯、高桂足譯、林世澤譯(2009)。發展性適應體育。臺北市:五南。
17. Jamison, J. R.(2005).Fostering critical thinking skills: A strategy for enhancing evidence based wellness care.Chiropractic and Osteopathy,13(19),40917.
18. Kilanowski, C. A.,Consalvi, L.,Epstein, H.(1999).Validation of electronic pedometer for measurement of physical activity in children.Pediatric Exercise Science,1,63-68.
19. King, A. C.(1997).Intervention strategies and determinants of physical activity and exercise behavior in adult and older adult men and women.World Review of Nutrition and Dietetics,82,148-158.
20. Kobberling, G.,Jankowski, L. W.,Leger, L.(1989).Energy cost of locomotion in blind adolescents.Adapted Physical Activity Quarterly,6,58-67.
21. Locke, E. A.,Latham, G. P.(1990).A theory of goal setting and task performance.Englewood Cliffs, NJ:Prentice-Hall.
22. Lund, J.(1997).Authentic assessment: Its development and applications.Journal of Physical Education, Recreation, & Dance,68(7),25-28.
23. Lutes, L.,Steinbaugh, E. K.(2010).Theoretical models for pedometer use in physical activity interventions.Physical Therapy Reviews,15(3),143-153.
24. Maibach, E.,Murphy, D. A.(1995).Self-efficacy in health promotion research and practice: Conceptualization and measurement.Health Education Research,10(1),7-50.
25. McAuley, E.(1993).Self-efficacy and the maintenance of exercise participation in older adults.Journal of Behavioral Medicine,16,103-113.
26. McAuley, E.,Blissmer, B.(2000).Self-efficacy determinants and consequences of physical activity.Exercise and Sport Sciences Reviews,28(2),85-88.
27. Sallis, J. F.,Hovell, M. F.,Hofstetter, C. R.(1992).Predictors of adoption and maintenance of vigorous physical activity in men and women.Preventive Medicine,21,237-251.
28. Sander, A. N.,Griffin, M. R.(1991).Skill, fitness, and critical thinking through gymnastics.Strategies,4(3),10-13.
29. Schneider, P. L.,Crouter, S. E.,Lukajic, O.,Bassett, D. R.(2003).Accuracy and reliability of 10 pedometers for measuring steps over a 400-m walk.Medicine & Science in Sports & Exercise,35(10),1779-1784.
30. Schwager, S.,Labate, C.(1993).Teaching for critical thinking in physical education.Journal of Physical Education, Recreation and Dance,64(5),24-26.
31. Shindo, N.,Jones, R.(1987).Reciprocal patterned electrical stimulation of the lower limbs in severe spasticity.Physic of Therapy,73,579-582.
32. Short, X. F.,Winnick, P. J.(1986).The influence of visually impairment on physical fitness test performance.Journal of Visual Impairment and Blindness,80(5),729-731.
33. Sidman, C.,Vincent, S.,Corbin, C.,Pangrazi, R.,Vincent, W.(2001).Digital pedometers: Checking calibration prior to use in research.Medicine & Science in Sports & Exercise,33,S299.
34. Snyder, C. R.(Ed.),Lopez, S. J.(Ed.)(2002).Handbook of positive psychology.New York:Oxford.
35. Strauss, R. S.,Rodzilsky, D.,Burack, G.,Colin, M.(2001).Psychosocial correlates of sphysical activity in healthy children.Achieves of Pediatric Adolescent Medicine,155,897-902.
36. Tudor-Locke, C.(2002).Taking steps toward increased physical activity: Using pedometers to measure and motivate.President's Council on Physical Fitness and Sports Research Digest,3(17),1-8.
37. Tudor-Locke, C.,Williams, J. E.,Reis, J. P.,Pluto, D.(2002).Utility of pedometers for assessing physical activity.Sports Medicine,32(12),795-808.
38. Ward, J.,Wilkinson, C.,Graser, S. V.,Prusak, K. A.(2008).Effects of choice on student motivation and physical activity behavior in physical education.Journal of Teaching in Physical Education,27(3),385-398.
39. Welk, G. J.(Ed.)(2002).Physical activity assessments for health-related research.Champaign, IL:Humans Kinetics.
40. 王順興(1990)。碩士論文(碩士論文)。桃園，國立中央大學資訊工程研究所。
41. 李月萍、陳玉敏、邱美汝(2007)。長期照護機構老人的生活適應及影響因素。實證護理，3(2)，119-128。
42. 張春興(1991)。張氏心理學辭典。臺北:東華書局。
43. 張景媛(1990)。回饋方式目標設定與後設認知對國小學生數學作業表現及測試焦慮之影響。教育心理學報，23，189-206。
44. 教育部(2005)。,臺北市:教育部。
45. 鍾志強(2000)。運動自我效能對大學生運動行為的影響。科技學刊，9，59-79。

1. 賴世烱,蔡彥達,尤秀綾(2019)。學齡前兒童自律活動之養成研究。幼兒教育年刊，30，101-117。
2. 賴世烱、林詠晴(2013)。目標設定與規律瑜珈運動對更年期婦女肌力之影響。運動與健康研究，3(1)，43-56。
3. 潘義祥,黃承暉,李宏文,王亭乃(2021)。合作學習融入計步器自我監控策略對學生身體活動量之影響。臺灣體育學術研究，71，19-40。
4. 潘義祥、陳清祥(2016)。Power of Pedometer：以計步器發展學生動態生活型態之析論。體育學報，49(4)，377-390。
5. 饒哲瑋,王彥邦(2022)。適應體育於遠距教學之設計與實踐。臺中科大體育學刊，18，80-97。
6. 楊雅婷、吳婉綺、江維鈞、王振興(2014)。行為改變策略暨雲端活動促進系統對女高中生身體活動之影響。體育學報，47(1)，139-152。
7. 葉子明、陳勝勇、張英智(2016)。高中職女學生休閒運動參與動機與休閒效益之研究。運動休閒餐旅研究，11(4)，1-28。
8. 張家萱,林麗娟,周學雯(2020)。不同目標設定方式對高齡者提升身體活動量之影響：以智慧健身手環為介入。體育學報，53(2)，189-200。