資優班的國中生不運動嗎？

Do Academically Gifted Students Exercise?

10.6357/CCES.200806.0063

劉俊宏(Chun-Hung Liu)；劉淑燕(Su-Yen Liu)

跨理論模式 ； 資優生 ； 運動自我效能 ； 運動知覺利益 ； 運動知覺障礙 ； Transtheoretical model ； academically gifted students ； exercise self-efficacy ； perceived exercise benefit ； perceived exercise barrier

中正教育研究

7卷1期（2008 / 06 / 01）

63 - 84

繁體中文

Based on transtheoretical model, the purpose of this study was to investigate the distribution of the stages of exercise behavior and the differences of exercise perception variables between the academically gifted and regular students in junior high school. 895 students (445 academically gifted and 450 regular students) were strarified random sampling and given self-reported questionnaires. The methods of data analysis included X^2, MANOVA, and Discriminant Analysis. The results were: 1. Gifted students were not different from the regular students in stages of change (p=.092, p＞.05) but they took part in execise more regularly than the regular students. 2. Gifted students had higher perceived exercise barrier than the regular students and had less perceived exercise benefit than the regular students. 3. No significantly discriminant during the stages of exercise behavior in the rigular students but gifted students did. The con elation coefficients between the stages of exercise behavior and the exercise self-efficacy, perceived exercise barrier, and perceived exercise benefit in the gifted students were .65, .38, and .21. Furthermaore, exercise self-efficacy (Wilks'λ=.63, p＜.05) and perceived exercise barrier (Wilks'λ=.63, p＜.05) can be significantly discriminant during the stages of exercise behavior in the gifted students. Therefore, building up exercise self-efficacy and reducing perceived exercise barrier can be effective way to encourage the gifted students participating in regular exercise.

Based on transtheoretical model, the purpose of this study was to investigate the distribution of the stages of exercise behavior and the differences of exercise perception variables between the academically gifted and regular students in junior high school. 895 students (445 academically gifted and 450 regular students) were strarified random sampling and given self-reported questionnaires. The methods of data analysis included X^2, MANOVA, and Discriminant Analysis. The results were: 1. Gifted students were not different from the regular students in stages of change (p=.092, p＞.05) but they took part in execise more regularly than the regular students. 2. Gifted students had higher perceived exercise barrier than the regular students and had less perceived exercise benefit than the regular students. 3. No significantly discriminant during the stages of exercise behavior in the rigular students but gifted students did. The con elation coefficients between the stages of exercise behavior and the exercise self-efficacy, perceived exercise barrier, and perceived exercise benefit in the gifted students were .65, .38, and .21. Furthermaore, exercise self-efficacy (Wilks'λ=.63, p＜.05) and perceived exercise barrier (Wilks'λ=.63, p＜.05) can be significantly discriminant during the stages of exercise behavior in the gifted students. Therefore, building up exercise self-efficacy and reducing perceived exercise barrier can be effective way to encourage the gifted students participating in regular exercise.

1. 王淑芳、顏效禹、李思招、何佩玲、張碧芳、呂昌明(2007)。台北市國中學生運動行爲之研究―跨理論模式之應用。學校衛生，50，23-38。
   連結：
2. 劉淑燕、林玉茹(2005)。偏差行爲少年與一般少年之休閒心理特質與復原力之相關研究。中正教育研究，4(2)，39-56。
   連結：
3. Brown, S.,Conn, V.(1995).Self-efficacy and walking post-CABG.Rehabilitation Nursing Research,4,64-71.
4. Cardinal, B. J.(1995).The stage of exercise scale and stages of exercise behavior in female adults.The Journal of Sports Medicine and Physical Fitness,35(2),87-92.
5. Cardinal, B. J.(1997).Construct validity of stages of change for exercise behavior.American Journal of Health Promotion,12(1),68-74.
6. Kleiber, D. A.,Rickard, W. H.,M. G. Wade (ed.)(1985).Constraints on leisure.Springfield, IL:Charles C. Thomas.
7. McAuley, B.(1993).Self-efficacy and the maintenance of exercise participation in older adults.Journal of Behavioral Medicine,16(1),103-113.
8. Nigg, C. R.,Courneya, K. S.(1998).Transtheoretical model: Examining adolescent exercise behavior.Journal of Adolescent Health,22(3),214-224.
9. Pate, R. R.,Pratt, M.,Blair, S. N.,Haskell, W. L.,Macera, C. A.,Bouchard, C.,Buchmer, D.,Ettinger, W.,Heatlh, G. W.,King, A. C.,Kriska, A.,Leon, S.,Marcus, B. H.,Morris, J.,Paffenbarger, R. S.,Patrick, K.,Pollock, M. L.,Rippe, J. M.,Sallis, J.,Wilmore, J. H.(1995).Physical activity and public health-A recommendation from the Center for Disease Control and Prevention and the American College of Sports Medicine.The Journal of American Medical Association,273(5),402-407.
10. Prochaska, J. O.,DiClemente, C. C.(1982).Transtheoretical therapy: Toward a more integrative model of change.Psychotherapy: Theory, Research and Practice,20,161-173.
11. 白家倫(2005)。碩士論文(碩士論文)。彰化市，大葉大學休閒事業管理學系。
12. 江澤群、林國瑞(2001)。台北地區高中職學生參與休閒運動阻礙因素之研究。北體學報，9，105-117。
13. 李彩華(1998)。國中學生身體活動量與體適能相關因素研究。體育學報，25，139-148。
14. 李碧霞(2001)。博士論文(博士論文)。台北市，國立台灣師範大學衛生教育研究所。
15. 卓玉蓮(2002)。碩士論文(碩士論文)。台北市，國立台灣師範大學體育系在職碩士班。
16. 林旭龍(2000)。博士論文(博士論文)。台北市，國立台灣師範大學衛生教育研究所。
17. 林靖斌(2001)。國中學生規律運動及其影響因素之研究―以宜蘭縣文化國中為例。台北市:國立台灣師範大學衛生教育研究所。
18. 胡信吉(2003)。碩士論文(碩士論文)。台北市，國立台灣師範大學體育系在職碩士班。
19. 高毓秀(2002)。博士論文(博士論文)。台北市，國立台灣師範大學衛生教育研究所。
20. 康曉翠(2007)。教學策略介入對國中生運動行爲改變計劃之影響―以跨理論模式爲例。國民體育季刊，32(2)，7-12。
21. 張碧芳(2004)。碩士論文(碩士論文)。台北市，國立台灣師範大學衛生教育研究所。
22. 陳俊豪(1994)。大學生健康體能計畫介入之效果研究。體育學報，18，279-290。
23. 陳敬能(1998)。週休二日對運動休閒教育之啓示。大專體育，40，131-135。
24. 馮木蘭(2002)。碩士論文(碩士論文)。台北市，國立台灣師範大學體育系在職碩士班。
25. 黃婉茹(2003)。應用跨理論模式於職場女性運動行為之研究－以行政院及其所屬機關女性公務人員為例。台北市:國立台灣師範大學衛生教育研究所。
26. 劉坤宏(2002)。碩士論文(碩士論文)。台北市，國立台灣師範大學體育系在職碩士班。
27. 劉翠薇(1995)。碩士論文(碩士論文)。台北市，國立台灣師範大學衛生教育研究所。
28. 蔡淑菁(1996)。碩士論文(碩士論文)。台北市，國立台灣師範大學衛生教育研究所。