適應體育的國際視野：APAQ期刊融合式體育研究啟示（2014-2023）

Adapted PE worldwide: Lessons from APAQ's inclusive PE research (2014-2023)

近年來，融合式體育是適應體育領域中備受矚目的研究議題，基於國際頂尖期刊Adapted Physical Activity Quarterly (APAQ)每十年一次的文獻回顧傳統(1984-2013)，本研究旨在系統性地回顧2014年至2023年間，以融合式體育為主題且發表於APAQ的實證研究。本文使用PRISMA篩選與排除條件，最終納入14篇文章進行分析。研究結果發現，顯示此議題發表量仍然不足，國際上許多專家學者呼籲應持續關注融合式體育之議題。從研究屬性的研究對象，由利害關係人轉移至身障生本人，以質量並重的研究設計探討身障生主觀視角經驗。研究主題構面涵蓋師資培育、教師專業發展、課程與教學策略，以及身障生社會需求等面向。結果顯示普通體育教師在融合式體育專業知識和實務教學的不足，強調了強化師資培育和在職培訓的急切性。通用學習設計(universal design for learning, UDL)等新興教學模式在融合式體育中展現潛力，但仍需更多實證研究支持。本研究的回顧，不僅豐富臺灣融合式體育研究的知識基礎，亦為未來師資培育和教育實務提供具體方向，期能最終促進更具包容性的體育運動教育環境。

In recent years, inclusive physical education (PE) has become a significant research focus within the field of adapted physical education (APE). Building on the decadal literature review tradition (1984-2013) established by the leading journal Adapted Physical Activity Quarterly (APAQ), this study aims to systematically review empirical research on inclusive PE published in APAQ between 2014 and 2023. Using PRISMA criteria for selection and exclusion, a total of 14 articles were analyzed. Findings indicate that research on this topic remains limited, with numerous international scholars emphasizing the importance of sustained focus on inclusive PE. The scope of research has gradually shifted from stakeholders to students with disabilities, employing both qualitative and quantitative designs to explore these students' subjective experiences. Key research themes include teacher education, professional development, curriculum and instructional strategies, and the social needs of students with disabilities. The results highlight gaps in both inclusive PE knowledge and practical skills among general PE teachers, underscoring the need for enhanced teacher preparation and in-service training. Emerging instructional frameworks, such as Universal Design for Learning (UDL), demonstrate potential in inclusive PE, yet further empirical studies are needed to support their effectiveness. This review enriches the knowledge base of inclusive PE research in Taiwan and provides specific directions for future teacher education and instructional practices, ultimately aiming to promote a more inclusive environment in physical education.