急性有氧運動介入，對國中學習障礙學生工作記憶與識字成就效果

The Effect of Acute Aerobic Exercise on the Work Memory and Mandarin Achievement among the Student with Learning Disabilities in Junior High School

有氧運動對於一般學生認知功能有改善之成效進而導致促進學習成就。然在學習障礙學生認知功能與學業成就之關係探究仍不清楚，本研究之目的旨在探討急性有氧運動介入對國中學習障礙學生提升認知功能與國語文成就之成效。方法：採用單一個案研究法中的撤回設計，以一位國中學習障礙學生為研究對象，在一學期中之國語文課程前接受每次20分鐘的中等強度之有氧運動介入，並採用「區塊敲擊測驗」立即評估工作記憶表現。在國語文成就表現上則以「中年級認字量表」與「國民中學中文聽寫測驗」於學期介入中進行前後測。並以曲線圖及目視分析進行資料分析。結果：中等強度急性有氧運動介入後能提升此個案工作記憶表現；成就測驗部分，有氧運動介入能提升國中學習障礙學生中文識字量。結論：急性有氧運動介入對提升國中學習障礙學生認知功能之工作記憶與識字之成效可能有正面促進之效。

"Background: The effect of aerobic exercise on cognitive function and academic performance among the students with learning disabilities (LD) is nuclear. This research aims to explore the effect of acute aerobic exercise on the working memory and mandarin achievement among this group in junior high school. Method: a single subject ABAB experimental design is applied. One student with LD in junior high school received 20 minutes of moderate-intensity aerobic exercise intervention each time before Chinese class in one semester, and the “Corsi Block-Tapping Test” were used to evaluate the performance of working memory after aerobic exercise. The performance of “Chinese Character Recognition Test (CCRT)” and the “National High School Chinese Dictation Test (NHSCDT)” were applied to measure mandarin performance for this student before and after exercise intervention. Line chart and visual analysis was applied to data analysis. Results: (1) the memory answer accuracy rate was showed increase and the intervention of moderate-intensity acute aerobic exercise may improve the performance of working memory. (2) In perspective of mandarin achievement performance, the scores of CCRT and NHSCDT was increasing and intervention of aerobic exercise may improve the Chinese word recognition performance of students with LD in junior high schools. Conclusion: The intervention of acute aerobic exercise may have a positive effect on improving the working memory and Chinese word recognition among student with learning disabilities in junior high school."