資優班的國中生不運動嗎？

Do Academically Gifted Students Exercise?

本文研究目的以跨理論模式瞭解國中生運動行為階段分佈情形，及探討國中資優生與普通生在運動行為上之運動知覺變項之差異情形。本文使用的研究方法為調查法，分層隨機抽樣895名國中生填寫問卷（資優班445名與普通班450名國中生），並進行方卡檢定、多變量分析、及區別分析等資料分析。本研究結果發現：1.資優班學生在運動行為階段中與普通班學生差距不大（p=.92， p＞.05），但有規律運動習慣人數多於普通班學生；2.資優班學生運動知覺障礙大於普通班學生，運動知覺利益小於普通班學生；3.運動知覺變項對普通班國中生的運動行為階段沒有區別力，但對資優班國中生有區別力。運動自我效能、運動知覺障礙及運動知覺利益對資優班國中生的運動行為階段的相關係數分別為.65、.38及.21。其中以運動自我效能（Wilks’=.63， p＜.05）和運動知覺障礙（Wilks’=.95， p＜.05）能有效的區別資優班國中生的運動行為階段。因此，增強運動自我效能與降低運動阻礙可為促進資優班國中生養成規律習慣的有效方式。

Based on transtheoretical model， the purpose of this study was to investigate the distribution of the stages of exercise behavior and the differences of exercise perception variables between the academically gifted and regular students in junior high school. 895students（445 academically gifted and 450 regular students）were strarified random sampling and given self-reported questionnaires. The methods of data analysis included X*X， MANOVA， and Discriminant Analysis. The results were: 1.Gifted students were not different from the regular students in stages of change（p=.092， p＞.05）but they took part in exercise more regularly than the regular students. 2. Gifted students had higher perceived exercise barrier than the regular students and had less perceived exercise benefit than the regular students. 3. No significantly discriminant during the stages of exercise behavior in the regular students but gifted students did. The correlation coefficients between the stages of exercise behavior and the exercise self-efficacy， perceived exercise barrier， and perceived exercise benefit in the gifted students were .65， .38 and .21. Furthermore， exercise self-efficacy（Wilks’=63， p＜.05）and perceived exercise barrier（Wilks’=.95， p＜.05）can be significantly discriminant during the stages of exercise behavior in the gifted students. Therefore， building up exercise self-efficacy and reducing perceived exercise barrier can be effective way to encourage the gifted students participating in regular exercise.