競技疊杯運動教學方案對國小注意力不足過動症學生注意力影響之研究

Effects of Sport Stacking Teaching Program on Attention for the ADHD Students in Elementary School

張凌瑋(Ling-Wei Chang)；佘永吉(Yung-Ji Sher)

注意力缺陷過動症 ； 競技疊杯 ； 田字注意力測驗 ； 注意力 ； ADHD ； sport stacking ； Tien-character Attention Test ； attention

身心障礙研究季刊

19卷1&2期（2021 / 06 / 01）

25 - 44

繁體中文

國小資源班不同特殊需求的學生常伴隨注意力不足的問題，影響其學習表現。近年以不同運動教學改善特殊需求學生注意力的研究漸增，然而針對競技疊杯運動介入特殊需求學生之注意力的研究仍少。本研究透過競技疊杯運動教學方案，探討三位國小資源班ADHD學生注意力表現之影響。採用單一個案之撤回實驗設計，自變項為競技疊杯運動教學方案，依變項為田字注意力測驗之七項分數，探討參與者每週競技疊杯之平均速度與田字注意力測驗分數之相關。結果發現競技疊杯運動教學方案對三位具ADHD學生於介入期間，田字注意力測驗七個項目表現至少有六個項目呈現介入成效，在撤回期中，三位參與者也在田字注意力測驗多數項目呈現介入效果。三人在競技疊杯3-3-3、3-6-3項目之平均速度皆與田字注意力正確總數與專注表現兩項目呈現高度正相關。競技疊杯運動教學方案對國小ADHD學生於介入期與撤回期之注意力表現，皆呈現介入效果。

The students with special needs in resource room of elementary school, are often accompanied by attention deficit, which affects their learning performance. In recent years, researches on improving the attention of students with special needs through different exercise intervention are receiving increasing attention; however, there are few studies investigated the effects of sport stacking training on attention of students with special needs. This study aimed to investigate the effect that sport stacking teaching program on attention performance of three ADHD students. The study was conducted through withdrawal design (A-B-A design) of single-subject experimental designs. The independent variable was the sport stacking teaching program, the dependent variables were the 7 scores of Tien-character Attention Test. Moreover, the correlation between the weekly average speed of sport stacking and the 7 scores of Tien-Character Attention Test were investigated. This study found that the sport stacking teaching program could improve effects of intervention on at least 6 of the 7 scores of Tien-character Attention Test during the intervention phase. And most of the scores of Tien-character Attention Test had improved effects of intervention during the withdrawal phase. The weekly average speed of sport stacking (3-3-3, 3-6-3) shown significant correlation between accuracy of the scores of total number of items processed minus errors (TN-E) and concentration performance (CP). Overall, during the intervention phase and withdrawal phase, the effects on the attention performance of elementary school students with ADHD had improved.

1. Chang, Y. K.,Chu, C. H.,Wang, C. C.,Wang, Y. C.,Song, T. F.,Tsai, C. L.,Etnier, J. L.(2015).Dose - response relation between exercise duration and cognition.Medicine & Science in Sports & Exercise,47,159-165.
   連結：
2. 王駿濠,蔡佳良(2011)。運動對改善大腦認知功能之效益評析。應用心理研究，50，191-216。
   連結：
3. 林秀怡,賴世烱(2017)。d2-test原則之田字注意力測驗之發展與應用—以國小新式健身操為探討因子。臺灣運動心理學報，17，59-76。
   連結：
4. 林鋐宇,劉國政,張文典,洪福源(2012)。特殊需求學生之注意力表現探究。身心障礙研究，10，179-195。
   連結：
5. 莊佩璇,賴世烱(2019)。遊戲式身體活動對靜態平衡能力與注意力之影響一對具妥瑞症狀之泛自閉症雙胞胎國中生個案研究。特殊教育研究學刊，44，57-81。
   連結：
6. 詹元碩,何金山,吳湘涵(2011)。注意力不足過動症兒童的心理生理機轉與運動訓練效益。大專體育，114，69-75。
   連結：
7. World Sport Stacking Association ( n.d. ) . Retrieved from https://www.thewssa.com/ .
8. Barkley, R. A.(1997).Behavioral inhibition, sustained attention, and executive functions : constructing a unifying theory of ADHD.Psychological Bulletin,121(1),65-94.
9. Bates, M. E,Lemay, E. P.(2004).The d2 Test of attention : construct validity and extensions in scoring techniques.Journal of the International Neuropsychological Society,10(3),392-400.
10. Brickenkamp, R.,Zillmer, E.(1998).D2 test of attention : Manual ( 1st U.S. ed ).Seattle, WA:Hogrefe & Huber Publishing.
11. Hart, M. A,Bixby, W. R(2005).Brain activation patterns during participation in cup stacking.Research Quarterly for Exercise and Sport,76,A57.
12. Hart, M. A,Smith, L. A.,DeChant - Bruennig, A(2006).Effect of participation in a cup stacking unit on hand - eye coordination of elementary children.Physical Educator,63(3),154-159.
13. Hillman, C. H.,Snook, E. M.,Jerome, G. J.(2003).Acute cardiovascular exercise and executive control function.International Journal of Psychophysiology,48(3),307-314.
14. Li, Y.,Coleman, D.,Ransdell, M.,Coleman L.,Irwin, C.(2014).The effect of a sport stacking intervention on handwriting with second grade students.Physical Educator,71(1),59.
15. Mehta, S.,Shah, D.,Shah, K.,Mehta, S.,Mehta, N.,Mehta, V.,Mehta, D.(2012).Peer - mediated multimodal intervention program for the treatment of children with ADHD in India : One - year followup.ISRN Pediatrics,2012,1-7.
16. Mortimer, J,Krysztofiak, J,Custard, S.,Mckune, A. J.(2011).Sport stacking in auditory and visual attention of grade 3 learners 1.Perceptual and Motor skills,113(1),98-112.
17. Pontifex, M. B.,Saliba, B. J.,Raine, L. B.,Picchietti, D. L.,Hillman, C. H.(2013).Exercise improves behavioral, neurocognitive, and scholastic performance in children with attention - deficit / hyperactivity disorder.The Journal of Pediatrics,162(3),543-551.
18. Rhea, C. K.(2004).Barry University.
19. Sohlberg, M.,Mateer, C. A.(2005).Attention Process Training : A Program for Cognitive Rehabilitation to Address Persons with Attentional Deficits Ranging from Mild to Severe.Wake Forest, NC:Lash & Associate Publishing / Training Inc..
20. Udermann, B. E.,Mayer, J. M. ,Murray, S. R.,Sagendorf, K.(2004).Influence of cup stacking on hand - eye coordination and reaction time of second - grade students.Perceptual and motor skills,98(2),409-414.
21. Zareian, E.,Delavarian, F.(2014).Effect of sport stacking on fine motor proficiency of children with Down syndrome.International Journal of Sport Studies,4(8),1010-1016.
22. 中華競技疊杯運動推廣協會(2019)認識競技疊杯。資料引自http://www.speedstacks.com.tw/。
23. 王立志,張藝闡,何美慧(2011)。從注意力的成分探討學習障礙學生與注意力缺陷過動症學生鑑定與教學上的迷思。中華民國特殊教育學會年刊，100，331-360。
24. 朱昭紅,白學軍,郝立峰,王勇慧,嚴芳,汪萍(2009)。d2注意力測驗和DSM-IV中注意缺陷多動障礙診斷指標之間的關係。中國心理衛生雜誌，23，335-339。
25. 汪德佳(2016)。臺北市，國立臺北護理健康大學運動保健研究所。
26. 周台傑,邱上真,宋淑慧(1993).多向度注意力測驗.臺北:心理.
27. 徐筱清(2018)。臺北市，國立體育大學適應體育學系。
28. 翁與廷(2014)。臺北市，國立臺北教育大學特殊教育學系碩士班。
29. 張芝綺(2012)。桃園縣，國立體育大學適應體育學系碩士班。
30. 張譽瓊(2018)。臺北市，國立臺灣師範大學運動休閒與餐旅管理研究所。
31. 曾雅祺(2016)。臺東縣，國立臺東大學進修部暑期特教碩士班。
32. 湯億雯(2011)。臺北市，國立臺灣師範大學體育學系碩士班。
33. 廖唯婷(2014)。臺北市，國立臺灣師範大學體育學系碩士班。
34. 劉姿吟(2016)。臺東縣，國立臺東大學進修部暑期特教碩士班。
35. 蘇首銘(2014)。臺東縣，國立臺東大學體育教在職專士班。

1. 簡睦容,陳振昇,張嘉恩,佘永吉(2023)。個別化設計三維列印電腦鍵盤對國中特殊需求學生打字功能介入之成效。特殊教育與復健學報，38，27-48。