十二週桌球訓練對國小學童注意力影響之研究

Effects of 12-week Table Tennis Training on Attention in Third-grade Elementary School Students: A Quasi-experimental Study

本研究目的在探討桌球訓練介入對於國小學童之注意力影響。本研究參與者為國小三年級之普通班學生，分為實驗組與控制組各一班，每班人數為24位學童，共計48名。實驗組（平均年齡：8.38 ± 0.50歲）共接受十二週桌球訓練之介入課程，利用早自習時間介入（7:50～8:30），每週兩次，每次40分鐘；控制組（平均年齡：8.33 ± 0.48歲）則無其他介入課程。實驗前後兩組皆進行維也納電腦化神經心智測驗系統之選擇性注意力檢測。研究結果發現，兩組在背景變項及注意力前測表現皆無顯著差異。二因子混合設計分析顯示：組間因素與組內因素有交互作用。其次，單純主要效果亦呈現實驗組之注意力後測表現顯著優於前測；但控制組則未達顯著差異。本研究發現十二週桌球訓練介入能有助於提升國小學生注意力表現。

This study aimed to explore the effects of table tennis intervention on at tent ion among in elementary school students. Two third -grade classes were randomly selected from an elementary school in Changhua Country. Experimental group and control group comprised 24 students respectively. Students in the experimental group (8.38 ± 0.50 years old) participated in a 12-week table tennis intervention program at early study (7:50-8:30, 40 minutes per session, twice a week) . The students in the control group (8.38 ± 0.48 years old)did not engage in any training courses. The selective at tent ion of al l participants was assessed by The Vienna Test System (VTS) before and after the experiment. The results revealed that was no significant difference in the pre-test performance and other socio-demographic variables. By using two-way mixed design ANOVA, there was an interaction effect between the within factor (pre-test and post -test) and the between factor (groups). Additionally, the post -test performance in the experimental group was significant ly better than their pre-test. In contrast, there was no significant difference in the control group. The conclusion is that the 12-week table tennis intervention could improve the at tent ion in elementary school students.