Effects of Fun Walk-Run Sport Program on Attention of Elementary School Students

• Main Authors: Wen, Tzu-Ning, 溫姿寧
• Other Authors: Hsueh, Ming-Ching
• Format: Others
• Language: zh-TW
• Published: 2018
• Online Access: http://ndltd.ncl.edu.tw/handle/bv63u4

碩士 === 臺北市立大學 === 休閒運動管理學系碩士在職專班 === 106 === The purpose of this study was to explore that how the the fun walk-run sport program affects on the attention of elementary high graders. The research method adapts the quasi-experimental design. Thus, the researcher conducted this study on 36 six graders in one of the elementary schools in Taipei City. Students are divided into two group, one is the control group and the other one is experimental group ; there are 16 students in the control group (9 male and 7 female) and 20 in the experimental group (13 boys and 7 girls). The experimental group of students were received the fun walk-run program for eight weeks, three times a week and 30 minutes each time. The control group did not take the program and was given a free time which they can do any activities while the experiment group was taking the program. Both groups were conducted pre-test and pro-test of “The Children’s Attention scale Test”. The quantitative data obtained were analyzed by descriptive statistics, independent sample t tests, and dependent samples t tests. The significant level was defined as α=.05. Based on the data analyses, the findings of the study are summarized as follows. First, the test t-test of the experimental group and the control group in the IQ , physical fitness, body mass index(BMI), academic performance, attention scale of the children of the elementary school did not reach a significant difference, which is consistent with the assumption that the two groups had homogeneity before the experiment. Second, the experimental group achieved significant differences in "Focused attention", "Sustained attention", and "Divided attention". The control group also reached significant differences in " Sustained attention", "Alternation attention" and " Divided attention" which deserves for further analysis . Third, the researchers analyzed the difference in the amount of changes before and after the test between the experimental group and control group in order to understand the effectiveness of the program. Based on the t test results, in the “Focused attention” subscale, the experimental group performed significantly better than the control group. It is obvious that the experimental intervention of this study has an effect of improving the overall concentration of attention of the high graders in elementary school. To conclude the research, adding the fun elements into relevant curriculum and event design can help students to increase their attention. In the future, if the researchers can adapt the program with physical education policies to promote the physical activity of students for a long term, they should have a better result on improving the students’ lack of attention on learning.