心臟病學童運動行為教育成效之初探－跨理論模式之應用

Exercise Behavior Education in Children with Heart Disease: An Application of the Transtheoretical Model

10.6225/JEBN.4.4.327

廣怡秀(I-Hsiu Kuang)；高毓秀(Yu-Hsiu Kao)；李淑媛(Shu-Yuan Lee)

心臟病學童 ； 運動行為 ； 跨理論模式 ； 運動階段 ； heart disease children ； exercise behaviors ； transtheoretical model ； stages of exercise

實證護理

4卷4期（2008 / 12 / 01）

327 - 334

繁體中文

本研究目的在探討心臟病學童之運動行為教育介入，對研究對象之運動社會心理因素及運動階段的成效。採用單組前後測方式進行，以立意取樣方式選擇台北市北投區國小四至六年級心臟病學童為研究對象，最後完成前後測之有效個案有41位。研究工具之結構式問卷內容包括個人基本資料、運動認知量表、自覺運動利益量表、自覺運動障礙量表、運動自我效能量表及運動階段。運動行為教育介入內容應用跨理論模式中改變方法之策略，設計運動行為教育改變計畫，包括教學活動及每月一次共三次的訪視活動。研究結果顯示運動行為教育介入能顯著提高研究對象之運動認知及自覺運動利益，並有效的提升規律運動人數，但對於降低自覺運動障礙及提高運動自我效能卻無預期之顯著結果。本研究為心臟病學童運動行為教育介入成效之初探，結果可做為後續相關研究之參考。未來研究可擴大至其他學校及醫療門診，並根據不同運動階段設計有效的介入策略，觀察不同教育介入之改變情形。

The purpose of this study was to investigate the effect of exercise behavior education on the psychosocial factors of exercise behavior and on the stages of exercise among school children with heart disease. The study used a one group pretest-posttest design, and subjects were selected through judgment sampling. Subjects were all schoolchildren who had been diagnosed with heart disease. Most were in the fourth, fifth, and sixth grade at Beitou Elementary School in Taipei. Forty-one students completed the pretest-posttest. Structural questionnaires were distributed to students. Questions addressed demographic variables, the cognitive scale of exercise, perceived benefits of exercise scale, perceived barriers to exercise scale, perceived self-efficiency of exercise scale, and stages of exercise. The educational interventions of exercise behavior used in the study applied the Transtheoretical Model's ”Processes of Change” in designing an exercise behavior educational plan for changing exercise behavior. The plan included activities for teaching and monthly visitations. Results show that exercise behavior educational interventions can significantly enhance exercise cognition and perceived exercise benefits. It further holds the potential to increase effectively the number of people engaged in regular exercise. However, results indicated no effect on decreasing perceived exercise barriers or promoting exercise self-efficacy. This study explored the effects of exercise behavior education intervention on children with heart disease. Results can be used as a reference in other related studies. Future studies may expand the area of focus to a wider range of schools and outpatient departments as well as design various exercise strategies in order to observe the differences in results achieved through different education intervention programs.