| Summary: | 碩士 === 輔仁大學 === 體育學系碩士班 === 97 === This study aims to investigate the class interaction during adaptive physical education in school of special education. Our participants were freshmen of high school in National Linkou special education school. Applying the judgment sampling technique, six students recommended by their instructors were recruited, two from the rhythmic gymnastics group, two from the slow pitch softball group, and two from the Petanque group. Adopting both qualitative and quantitative approaches, we collected our data by systematic observation, teaching observation records, interview, and digital recording observation.
Results were obtained by descriptive statistical analysis and comparisons. Our conclusions are as followings:
一、 The influence of rhythmic gymnastics course on physical fitness, class interaction, and adaptive behaviors:
(一) The participation in group activity during adaptive physical education interaction:
(1) The time of class interaction (passive and active) was 390 minutes (65%) for participant a.
(2) The time of class interaction (passive and active) was 417 minutes (69.5%) for participant b.
(二) Pre/post test of physical fitness in adaptive physical education:
(1) Performances of both participant a and b in soft ball throwing, V-set reach test, and one minute sit-up were improved.
(2) Participant b also improved on 20 meter zig-zag run.
(三) Pre/post test of adaptive behavior:
Participant b improved on social skill and affective skill.
二、 The influence of slow pitch ball course on physical fitness, class interaction, and adaptive behaviors:
(一) The participation in group activity during adaptive physical education interaction:
(1)The time of class interaction (passive and active) was 528 minutes (88%) for participant c.
(2)The time of class interaction (passive and active) was 509 minutes (84.8%) for participant d.
(二)Pre/post test of physical fitness in adaptive physical education:
Performances of both participant c and d in soft ball throwing, V-set reach test, one minute sit-up, and 20 meter zig-zag run were improved.
(三)Pre/post test of adaptive behavior:
(1) Participant c improved on social skill. (2)Participant d improved on affective skill.
三、 The influence of Petanque course on physical fitness, class interaction, and adaptive behaviors between;
(一) The participation in group activity during adaptive physical education interaction:
(1)The time of class interaction (passive and active) was 498 minutes (83%) for participant e.
(2)The time of class interaction (passive and active) was 519 minutes (86.5%) for participant f.
(二)Pre/post test of physical fitness in adaptive physical education:
(1) Both participant e and f improved on soft ball throwing. (2) Participant f improved on V-set reach test. (3) Participant e improved on one minute sit-up.
(三)Pre/post test of adaptive behavior:
(1) Class behavioral: performance of participant f was improved. (2) Social skill: performances of both participant e and f were improved. (3) Affective skill: performance of participant e was improved.
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