The Effects of Different Coordination Capability on Physical Fitness, Interpersonal Relationship and Academic Achievement of Snior High School Students

• Main Author: 何建中
• Other Authors: 謝錦城
• Format: Others
• Language: zh-TW
• Published: 2012
• Online Access: http://ndltd.ncl.edu.tw/handle/69960450360975167365

碩士 === 國立新竹教育大學 === 人資處體育碩士專班 === 101 === Purpose：The study was to investigate the effects of different coordination capability on physical fitness, interpersonal relationship and academic achievement in senior high school students. Subjects: Six hundred and sixty participants in this study from Hsin-Chu girls’ senior high school students, without the learning, physical and emotional disorder.（age：16.53±0.40 years, height：158.99±5.20 cm, weight：52.76±5.63 kg）Method: We tested the students’ developmental coordination disorder by using Movement Assessment Battery Ⅱ (Movement ABC-2). Based on the Movement ABC-2, students were divided into two groups. Six hundreds and twenty-nine students who higher than the 67 scores be categorized into N-DCD (95.3％), while thirty-one students who under the 67 scores belonged to DCD (4.7％). We had further implement the questionnaire about high school students’ interpersonal relationship and emotional management. The higher the scores, the better the emotional management or interpersonal relationship skills and vice versa. The students’ physical fitness and academic achievement also collected. All collected data were analyzed by independent sample t-test be examined to show the differences. Result: The sections of the sit and reach, N-DCD (33.95±9.36 cm) was better than DCD(30.23±8.95 cm) (p＜.05). The sections of N-DCD (155.50±20.65 cm) was better than DCD (142.77±19.23 cm) in standing long jump. For 800 meters running or walking, N-DCD(248.68±22.29 sec) was better than DCD(255.52±23.87 sec)(p＜.05). Three items showed significant differences in physical fitness. The emotional management, N-DCD (70.06±6.83) was better than DCD(69.94±9.92)(p＜.05). For interpersonal relationship, N-DCD (77.48±12.81) was better than DCD (67.52±7.29) (p＜.05). The scores of in English, DCD (88.18±5.40) was better than N-DCD (73.41±9.05) (p＜.05). The scores of mathematics, N-DCD (74.97±9.98) was better than DCD (71.81±10.00) (p＜.05). The scores of physical education, N-DCD (81.58±4.78) was better than DCD (79.05±5.12) (p＜.05). Conclusion: This study indicates that the different coordination capability might affect high school students’ physical fitness, emotional arrangement, interpersonal relationships and academic achievement.