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

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.