| Summary: | 碩士 === 國立屏東教育大學 === 體育學系碩士班 === 95 === Abstract
The purpose of this study was applying the Transtheoretical Model to investigate the effects of 6 weeks teaching strategies intervention on stages of exercise, decisional balance, exercise self-efficacy and process of change. The subjects in precontemplation and contemplation from 7th grade students in Wan-shin Junior High School were randomly assigned into the experimental group (n=32) and control group (n=30). The experimental group participated in a program of exercise intervention within 3 days per week, 40 minutes each day. The control group had no treatment during the same period. The subjects completed the Exercise Stage Scale and the questionnaire at the pre-test, 2, 4, 6, 8 and 12 weeks. The collected data were analyzed by Chisquare test, Mixed design Two-way ANOVA and Two-way Trend Analysis. The alpha level was set at α=.05. The results indicated that (1)There were mutual functions in experimental group and no significant difference in control group in stages of change between the 12 weeks. At the second, 4th and 6th weeks, we found out respectively 17, 23 and 24 people in the experimental group and 7,8, and 6 people in the control group advanced one or more stages. During follow-up test, 22 people in the experimental group and 8 people in the control group advanced respectively at the 8th and 12th weeks. (2) There were mutual functions in decisional balance and process of change. No significant difference in exercise self-efficacy between the two groups and the 12 weeks. By teaching strategies intervention, the subjects can improve perceived exercise benefit and process of change and reduce perceived exercise barrier.
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