智能障礙學生在體育課程之個案行為分析

Performance of Physical Education Classes among Students with Mental Retardation

10.6695/AUES.201005_99.0027

林芯羽(Hsin-Yu Lin)；陳玉枝(Yuh-Chih Chen)

適應體育教學 ； BESTPED系統觀察法 ； 參與時間 ； adapted physical education ； BESTPED Systematic Observation ； engagement time

大專體育學術專刊

99年度（2010 / 05 / 01）

202 - 207

繁體中文

目的：一、瞭解智能障礙學生上體育課過程中，學生行為之表現情形；二、瞭解智能障礙學生運動參與時間之分配情形。方法：運用BESTPED系統觀察為研究工具，針對個案智能障礙學生進行體育課程全程錄影，體育課程分別為籃球、平衡木、排球，以該錄製之影片進行資料分析。結論：一、在體育教學中，智能障礙學生在十三個學生行為中的百分比，依序為：接受訊息63.00%、練習24.70%、發出訊息11.51%、不見了0.4%、分心0.3%、器材安排0.1%，其餘項目在影片中並未觀察到其情形，故不做說明，因為本研究採用一對一方式教學，造成學生和教師互動和練習情形比較多。二、體育教學中，智能障礙學生的運動參與時間由高至低依序排列分別為：（一）籃球；（二）平衡木；（三）排球；（四）平衡木。因為上籃球課時教師比較多的機會給學生練習，或許籃球是學生比較熟悉的球類運動造成學生比較多時間來練習。從觀察發現上學生在平衡木課時呈現較不敢動的情形，推論可能是平衡木的課程，在學校是屬於比較少上的課程。

The purpose of this study was to investigate the performance and motor engagement time of physical education (PE) classes among students with mental retardation. The participants with mental retardation were videotaped from one PE class, and assessed using BESTPED. These classes were included basketball, balance beam and volleyball. The conclusions were followings: In physical education classes, the percentages of student behaviors: message to acceptance 63%, practice 24.70%, response 11.51%, out of the tape 0.4%, disturbance 0.3%, equipments setting 0.1%. There were high percentages on two situations: message to acceptance and practice because of the one-by-one teaching method. During these PE classes, the engagement time of the students with mental retardation were as followings from long to short in sequence: 1. basketball; 2.balance beam; 3. Volleyball; 4. balance beam. Maybe, playing basketball was the first due to more time for students to practice or it was familiar to students. Balance beam was inferred that it was the unfamiliar class for students so that more students were scared to move on balance beam.