| Summary: | 碩士 === 國立新竹教育大學 === 特殊教育學系碩士班 === 101 === The purpose of this study was to investigate the effects of Dance Activity Course on movement skills and emotional behavior of mental retardation in elementary school. The study adopted unequivalent pre-post quasi-experiment design. Participants were invited an assigned to the experiment group (n=10) or control group (n=10).
The experiment group undertook 10 weeks of Dance Activity Course intervention, three times per week, 40 minutes per- session . The experimental group participated in thirty 40-minute dance activity course in physical education class. The control group participated in 40-minute physical education class unrelated to dance activity course. All groups took the Movement Assessment Battery for Children-2 (Movement ABC-2) and the Behavioral and Emotional Rating Scale (BERS) for pre-test and post-test. The quantative data was analyzed by the Non-parametric Statistics.
The analysis of covariance found the following results：
1. After the intervention of Dance Activity Course, the students in the experimental group were significantly improved in manual dexterity, aiming & catching and balance scores of the movement ABC-2 .
2. After the intervention of Dance Activity Course, the students in the experimental group were not significantly improved in the BERS on the post-test.But the Interpersonal Strength (IS) and School Functioning (SF) of BERS have a great progress.
3. After the intervention of Dance Activity Course, the students in the experimental group were significantly improved in body movement skills, time, sapace, dynamic dance and creative expression of the Dance Activity course evaluation scale.
4. According to the overall analysis of subjects behaviors, most of the experimental group's members had a more positive attitude and behavior after the Dance Activity Course ; the teachers had a agreeable opinion, too. Accordiong to the analysis of participators' feedback, there were positive effects on movement skills and emotional behavior of experimental group.
Based on the above conclusion, the researcher also provides some suggestions in the implication of counseling, practical teachers and futurestudy.
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