| Summary: | 碩士 === 國立臺東大學 === 教育學系教學科技碩士班 === 104 ===
The aim of our study is to investigate the effects of the “adapted physical education using somatosensory technology teaching program”. We made a research on how health-related physical fitness and movement coordination ability of Movement ABC-2 scale affect the vocational high school students with intellectual disabilities. This research study used the “active 2 personal trainer” video game of KinectTM for Xbox 360 as our intervention tools.
We try to discuss the “adapted physical education using somatosensory technology teaching program” how to improve the learning achievement and learning attitude of students with intellectual disabilities and increase the interactivity at course, and so on. Further, resolve the difficulties in teaching and helping the researcher advance in professional performance by reflecting on the findings of this study.
A quasi-experimental design, nonequivalent pretest-posttest control group was used for the study. There were 28 vocational special education school students of 10th grade were taken as research subjects and divided into experimental and control groups consisted of 14 subjects respectively from Special Education School in Nantou City. The experimental group took “adapted physical education using somatosensory technology teaching program” for ten weeks, two classes once a week, whereas the control group does implement general physical education. We took wilcoxon tow-sample test-U test was appilied to the differences of health-related physical fitness and movement coordination ability of Movement ABC-2 scale between the two groups after the training. The ways of gathering data consisted of observing the classes, interviewing, discussions with the associate teacher or student parents, and so on. On the basis of our research and data analysis, the results can be concluded as follows.
1. Adapted physical education using somatosensory technology teaching program can promote the test results of flexibility and cardiopulmonary function of vocational special education school students with intellectual disabilities except the test results of the body composition and muscular fitness.
2. Take manual dexterity as an example, Adapted physical education using somatosensory technology teaching program can significantly promote the test results of vocational special education school students with intellectual disabilities using non-dominant hand to turn pegs.
3. From this perspective of sports skills, Adapted physical education using somatosensory technology teaching program can promote the test results of manual dexterity in aiming and catching skills of vocational high school students with intellectual disabilities at special education school.
4. From this perspective of balancing skills, Adapted physical education using somatosensory technology teaching program can promote the test results of vocational high school students with intellectual disabilities standing on two-board balance and walking toe-to-heal backwards,which shows that the student’s body balance ability has also beenimproved.
5. The researcher has also developed a better understanding on how to write better curriculum lesson plans and how to gain professionalgrowth on teaching. The teacher should look for more help whilefacing teaching difficulties.
Finally, according to the research, we suggest that Adapted physical education using somatosensory technology teaching program could be applied on vocational high school students with intellectual disabilities at special education school to promote their maintenance, learning interest and the motivation to exercise. Our result may also be the reference of parents, teachers, and future researches.
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