The Effects of Implementation Project of Bilingual Instruction in PE Subject Teaching on Taiwanese Fourth Graders’ PE Content Knowledge and English PE Content Word Recognition

　　本研究在探討國小四年級階段實施「國民中小學部分領域課程雙語教學實施計畫」– 英語融入體育學科教學對於國小四年級–體育領域知識、英語體育單字習得成效的影響和學生對於此實驗教學的經驗回饋。本研究對象為高雄市某國小四年級二個班級共40位學生，為期八週，每週兩節。本研究採取學科內涵與語言融合學習教學法 (CLIL)，研究資料收集為兩部分，學科內容習得及英語單字均透過前後測，以混合設計二因子變異數分析來進行比對學生是否習得領域知識及分析學生英語體育內容單字習得的數據。之後以問卷收集整理，學生對於部分領域課程雙語教學實施計畫教學的回饋，希望藉由此研究可發現英語融入體育學科對學生學習動機之影響關係，提升學生英語學習之效益，並增進教師專業成長。研究結果發現，在體育學科知識方面，實驗組優於控制組(F=104.59，p<.05)，在英語字彙能力習得方面，實驗組優於控制組(F=8.01，p<.05)；CLIL課程問卷也呈正向回饋，學習動機與態度也有所成長。結論：無論英語是否介入體育教學，學生仍可習得體育學科知識，而大多數學生也都能接受CLIL教學並給予肯定。　　This study aimed to find out the effects of implementation project of bilingual instruction in PE subject in elementary school， teaching PE content knowledge and English PE content words to 40 fourth graders in Kaohsiung city by using CLIL. The teaching mode was conducted twice a week， each for 40 minutes and lasting for eight weeks. Research data required for this study were collected from pretest and posttest of the content knowledge test and the English PE content words test by using mixed－design ANOVA， and also get the feedback questionnaire as evaluation. The result of the study indicate that the CLIL instruction has positive effects on helping students to acquire PE knowledge(F=104.59，p<.05). As for the English PE content words the results also shows the CLIL instruction in teaching English PE content words has direct impacts(F=8.01，p<.05). In addition， the feedback questionnaire also indicates that most of the students give the positive feedback. The study conclusions include： the implementation project of bilingual instruction in PE subject is helpful for subject content knowledge and English PE content words. Moreover， the fourth graders maintained a very positive attitude toward receiving bilingual education

The Effect of Morning Exercise on the Attention of Sixth Grade Elementary School Students

　　本研究目的在於探討晨間運動對於國小六年級學童的注意力之影響，研究對象為臺中市111學年度某國小六年級學生共50人，扣除早自修參與運動社團之學生，分為實驗組21人與控制組21人。實施晨間運動前，兩組皆進行多向度注意力測驗為注意力前測。之後實驗組進行為期8週，每週2天，每天30分鐘的晨間運動，運動項目包含跑走運動以及跳繩運動；控制組則維持原本晨間作息。8週後兩組再進行後測。所得資料以SPSS FOR WINDOWS 19.0電腦統計軟體進行獨立樣本t檢定，以及相依樣本t檢定分析。研究結果發現：一、經過8週晨間運動介入後，對於國小六年級學童的選擇性注意力有顯著影響。二、經過8週晨間運動介入後，對國小六年級學童的分離性注意力無顯著影響。三、經過8週晨間運動介入後，對國小六年級學童的「持續性注意力」有提升但無顯著影響。結論：8週晨間運動能有效提升國小六年級學童的選擇性注意力。　　The purpose of this study is to investigate the influence of morning exercise on the attention for sixth－grade elementary school students. The study involved a total of 50 sixth－grade students from a certain elementary school in Taichung City for the 111th academic year. Excluding students participating in early self－study and sports clubs， they were divided into an experimental group of 21 students and a control group of 21 students. Before implementing morning exercise， both groups underwent a multidimensional attention test as a pre－test.Subsequently， the experimental group engaged in 8 weeks of morning exercise， consisting of 2 days per week， with 30 minutes of exercise each day. The exercise activities included running and jumping rope. The control group maintained their regular morning routine. After 8 weeks， both groups underwent a post－test. The data obtained were analyzed using independent samples t－tests and dependent samples t－tests with SPSS FOR WINDOWS 19.0 statistical software. There are three finding in this research. The first one is： After 8 weeks of morning exercise intervention， there was a significant impact on the selective attention of sixth－grade elementary school students. Second： After 8 weeks of morning exercise intervention， there was no significant impact on the divided attention of sixth－grade elementary school students. And the last one is： After 8 weeks of morning exercise intervention， there was an improvement in &quot;sustained attention&quot; in sixth－grade elementary school students， but it was not statistically significant. Finally， the research concluded that： Eight weeks of morning exercise can effectively enhance the selective attention of sixth－grade elementary school students

A Study on the Relationship between Physical Education Teacher’s Leadership Style， Class Management Efficacy in Elementary Schools

　　本研究旨在探討國小體育教師領導風格與班級經營效能之現況與關係，比較不同的教師背景變項之國小體育教師對領導風格與班級經營效能之差異情形，並探討國小體育教師與班級經營效能之相關性。本研究採問卷調查法，以111學年度高雄市公立國小體育教師為研究對象，以「國小體育教師領導風格量表」與「國小體育教師班級經營效能量表」為研究工具，本研究採用便利取樣方式，以Survey Cake網路問卷發放，共獲得有效問卷317份，而主要研究結果為：國小體育教師領導風格整體現況屬中上程度，其中以「積極介入管理」面向最佳；不同最高學歷之國小體育教師在「積極介入管理」因素上，一般大學畢業與碩士班畢業（含40學分班）之體育教師顯著高於師專、師範學院畢業之體育教師；國小體育教師班級經營效能整體現況屬中上程度，其中以「班級規矩」面向最佳；不同最高學歷之國小體育教師在「教學品質」因素上，一般大學畢業之體育教師顯著高於師專、師範學院畢業之體育教師。國小體育教師領導風格與班級經營效能呈現顯著正相關。研究者針對以上三點研究結果，回應本研究假設歸納以下研究結論：一般大學畢業與碩士畢業之體育教師，自覺在課堂中較常使用積極介入管理的方式領導學生，在班級經營效能中的教學品質得分也高於師專、師範院校畢業的體育老師，可見現今的大學師資培育多元化和競爭性，以及教師的自我投入和專業發展，這些因素都可能影響教師的教學表現，另外，優良的領導風格可能會促進更高的班級經營效能，反之亦然。　　The purpose of this study was to understand the status of physical education teacher’s leadership style and class management efficacy in Kaohsiung elementary schools， compare the differences of physical education teacher’s leadership style and class management efficacy among teachers with different background variables， and explore the related situations as well as physical education teacher’s leadership and class management efficacy. The research adopted the method of questionnaire survey and used adaption “Questionnaire of physical education teacher’s leadership style” and self－made “Questionnaire of physical education teacher’s class management efficacy” which taking 2023 Kaohsiung City public elementary school’s physical education teachers as the subjects， by convenience sampling. A total of 317 valid samples were received. Results： The overall status of leadership styles among elementary physical education teachers is above medium. Among the sub－scores， management by exception－active is the highest. Among such teachers with different highest educational background， those who have graduated from general universities and masters programs significantly outperform those who graduated from teachers colleges or normal universities in the aspect of management by exception－active. The current state of the elementary school PE teachers’ class management efficacy is upper middle level. Among the sub－scores，” class rules” is the highest. In the aspect of teaching quality， teachers who graduated from general universities perform significantly better than those who graduated from teachers colleges or normal universities. There is a significant positive correlation between the leadership styles of elementary physical education teachers and class management efficacy. In response to the above three points of research results， the researcher addresses the research hypothesis and summarizes the following research conclusions： Physical education teachers who have graduated from general universities and master’s degree tend to use management by exception－active more frequently to lead students in class， and their performance in teaching quality within class management efficacy is also superior to those teachers who graduated from teacher’s colleges or normal universities. It is evident that the diversification and competitiveness in current university teacher education， as well as teachers self－commitment and professional development， are all possible factors affecting the teaching performance of teachers. Additionally， an excellent leadership style is likely to promote higher class management efficacy and vice versa

A Study on the Effects of Morning Exercise on Elementary School Children's Physical Fitness and Attitude toward Exercise

　　本研究旨在探究晨間運動對國小學童體適能與運動態度之影響。本研究參考零時體育計畫，將晨間運動安排在每週三、四、五早上 8:10-8:40，實驗為期 8 週，進行跳繩運動、400 公尺跑走與帶式橄欖球。本研究以五年級學童為受試對象，分為實驗組 24 人與控制組 24 人，總計 48 人。實驗結束後，將所得資料以 SPSS 19.0 版套裝軟體進行相依樣本及獨立樣本 t 檢定進行成績分析。本研究之結果經討論後，得以下結論:一、有參與晨間運動學童在體適能各項測驗皆達顯著差異，且進步幅度皆優於無參與者；無參與晨間運動學童僅在身體質量指數(BMI)、瞬發力和肌耐力達顯著。二、參與晨間運動學童在運動態度學習單上皆能採正面之回饋，肯定運動帶來的好處，同時覺察自身情緒在運動後的正面改善並開始對運動產生興趣，因此投入並持續運動行為。　　This study aims to explore the impact of morning exercise on the physical fitness and exercise attitudes of elementary school children. This study， following the Zero Hour Physical Education Program， schedules morning exercises on every Wednesday， Thursday， and Friday from 8：10 AM to 8：40 AM. The experiment spans 8 weeks and involves activities such as jump rope， 400－meter running， and Tag rugby. This study focuses on fifth－grade students， who are divided into an experimental group of 24 individuals and a control group of 24 individuals， totaling 48 participants. After the experiment concludes， the collected data will be analyzed for performance using the SPSS 19.0 software package through paired sample and independent－sample t－tests. After discussing the results of this study， the following conclusions have been reached： 1.Children who participated in morning exercises showed significant differences in various physical fitness tests， and their improvement levels were superior to those who did not participate; Children who did not participate in morning exercises showed significant differences only in BMI， muscular strength， andmuscular endurance tests. 2.Children who participated in morning exercises provided positive feedback on the attitude questionnaire towards sports， acknowledging the benefits of exercise. They also noticed positive emotional improvements after exercise and began to develop an interest in sports， leading to their active and sustained participation in physical activities

An Action Research on Mountain Education Theme Curriculum and Problem Solving Literacy Orientation

　　本研究旨在探討山野教育主題課程與問題解決素養導向教學之行動研究。採行動研究法，以tepuk國小10名六年級學生為研究對象，規劃「走吧！一起回家去」課程。本研究透過訪談、觀察及學習單來收集相關資料進行歸納整理，研究結論如下：1. 課程內容需經過共同討論、實地踏查整合修改建議，方能幫助學生學習如何解決問題。2. 學生經過山野教育課程後，在面對問題的態度、處理問題的方式、解決問題的上能較快的掌握問題的重點及提升主動溝通與學習之素養。3. 以引導反思及體驗學習課程為主軸更能加深學生對於山野知識的認識並賦予學生新的學習意義與價值，進而培養學生問題解決能力。　　最後，提出本研究建議，提供給未來研究者參考。　　The purpose of this study is to explore the action research of mountain education theme curriculum and problem－solving literacy－oriented teaching. By using the action research method， 10 sixth grade students from Tepuk Elementary School were selected as the research subjects to plan the &quot;Let's go! Let's go home together&quot; course. This study collected relevant data through interviews， observations and study forms， and analyzed it using a continuous comparison method. The research results are as follows：1. The course content needs to undergo joint discussion， on－site inspection， integration， and modification suggestions in order to help students learn how to solve problems.2. After completing the Mountain Education curriculum， students can quickly grasp the key points of problem－solving and improve their ability to actively communicate and learn in terms of attitude towards problems， problem－solving methods， and problem－solving.3. Taking guided reflection and experiential learning courses as the main axis can deepen students' understanding of mountain knowledge and endow them with new learning significance and value， thereby cultivating students' problem－solving abilities.　　Lastly， research suggestions are proposed to provide for future researchers

Comparison of Sports Vision of Female Volleyball Players at Different Stages

　　多數競技運動項目中與運動視覺有絕對相關，本研究想透過分析不同年齡階段的女子排球選手運動視覺之比較情形。目的:探究不同階段女子排球選手運動視覺之差異。方法:招募36位球齡兩年以上的女子排球選手為研究對象，其中分別為：國小組(年齡:11.45±0.52歲；球齡:2.64±0.81年)、國中組(年齡:14.09±0.94歲；球齡:4.00±1.00年)、及高中組(年齡:16.00±1.00歲；球齡:5.73±1.49年)，每組各12人。以ATHLEVISION運動視覺檢測軟體(ASICS Corporation，JAPAN)進行檢測，分別完成動態視覺銳度(Dynamic Visual Acuity)、眼球運動(Eye Moment)、周邊視野(Peripheral Vision)、瞬間視覺(Momentary Vision)的測驗。測驗結果透過One-way ANOVA單因子變異數分析進行統計考驗，顯著水準設為α= .05。結果：透過結果發現動態視覺銳度向下(DVA-D)中，高中優於國中達顯著差異(P=.01)； 動態視覺銳度向右(DVA-R)中，高中優於國中達顯著差異(P=.02)。結論：高中女子排球選手在動態視力銳度優於國中女子排球選手。　　In most competitive sports， there is an absolute correlation with motor vision. This study aims to analyze the comparison of motor vision among female volleyball players of different age groups. Objective： To explore the differences in Sports Vision of female volleyball players at different stages. Method： 36 female volleyball players with more than two years of playing experience were recruited as the research subjects， including the national group (age： 11.45 ± 0.52 years old; playing experience： 2.64 ± 0.81 years)， the junior group (age： 14.09 ± 0.94 years old; playing experience： 4.00 ± 1.00 years)， and the high school group (age： 16.00 ± 1.00 years old; playing experience： 5.73 ± 1.49 years)， with 12 participants in each group. Using ATHLEVISION motion vision detection software (ASICS Corporation， JAPAN) for detection， dynamic visual acuity (Dynamic Visual Acuity)， eye movement (Eye Moment)， peripheral vision (Peripheral Vision)， and transient vision (Momentary Vision) were tested. The test results were statistically tested using One way ANOVA independent sample analysis of variance， with a significance level of α= . 05. Result： it was found that there was a significant difference between groups in dynamic visual acuity (P=. 01); Dynamic visual acuity to the right (DVA－R) was found to be significantly higher in high school than in middle school (P=. 02). Conclusion： This study found that high school female volleyball players have better dynamic visual acuity than middle school female volleyball players

The Impact of Jump Rope Exercise Intervention on the Height Development， Balance， and Coordination of Sixth－Grade Elementary School Children： A Case Study of Elementary Schools in New Taipei City

　　跳繩是跳躍運動中相當適合國小學童進行的運動，且有助於骨骼、肌力、心肺及身體協調的發展，本研究旨在探討 15 週跳繩運動介入對國小六年級學童身高發展、身體平衡感及協調性的影響。方法：以國小六年級學童共 39 位為實驗參與，分為實驗組 18 人及控制組 21 人，實驗組除了每週兩次的正常體育課程，於每天課間時間(10:10-10:30)實施跳繩運動介入；控制組除了每週兩次的正常體育課程，其餘課程皆不進行跳繩活動。所有實驗參與者均於實驗前、後進行身高檢測、靜態平衡（閉眼單足站立）、動態平衡（通過平衡木）、協調能力（左右橫跳、測移動、後退走）的測驗，所得資料透過 SPSS30 採混合設計二因子變異數進行統計分析，比較實驗組與控制組跳繩運動介入後身高、平衡感及協調性之差異，若交互作用有顯著則進行單純主要效果分析，以驗證其差異性。本研究之顯著水準訂為α=.05，其統計結果為一、跳繩運動介入對國小六年級學童身高發展之成效：實驗組(151.37±7.17)及控制組(152.52±8.86)皆有提升且達顯著差異，不過實驗組的提升幅度大於控制組。二、跳繩運動介入對國小六年級學童平衡感之成效：在靜態平衡上，實驗組(61.89±50.08)，前後測差異達顯著水準；控制組(23.20±19.72)，前後測差異則未達顯著水準。在動態平衡上，實驗組(9.73±2.50)，前後測差異達顯著水準；控制組(15.56±8.17)，前後測差異則未達顯著水準。三、跳繩運動介入對國小六年級學童協調性之成效：在 Total MQ 上，實驗組後測(77.29±14.78)優於前測(73.94±14.57)，有明顯成長效果。　　結論：實施跳繩運動介入對國小六年級學童的身高、平衡感及協調性有成效。　　Jump rope is a suitable sport for primary students among jumping exercises. It helps develop children’s growth of bones， muscles， heart， and lungs. This research aims at exploring how the intervention of jump rope exercise influence sixth graders’ height growth， sense of balance and coordination. The method involves with 39 sixth graders participated the experiment. 18 participants were in the experimental group; 21 participants were in the control group. Participants in the experimental group had extra jump rope exercise during recess time (10：10 a.m. to 10：30 a.m.) besides from regular twice－a－week PE classes. Participants in control group had regular twice－a－week PE classes without any other jump rope exercise in other classes. All the participants had measured their heights， tested their static balance (eye－closed one－leg stance)， dynamic balance (walk through balance beam)， coordination (left－right leap， swift－movement， backward－walking) before and after the experiment. All the data is analyzed with Two Way ANOVA， paired－sample via SPSS19 to compare the difference of height growth， sense of balance， and coordination between experimental group and control group after jump rope exercise applied. If the interaction is significant， simple main effect is analyzed to prove the difference. This research’s significant level is α=.05.The results are：1、The effect to sixth graders’ hight growth intervened by jump rope： experimental group (151.37－7.17) and control group (152.52－8.86) both have significant differences but experimental group’s enhancement is way higher than control group. 2、The effect to sixth graders’ enhancement of sense of balance intervened by jump rope： in static balance， experimental group (61.89±50.08) has significant differences between pre test and pro－test but control group (23.20±19.72) doesn’t show significant differences. In dynamic balance， experimental group (9.73±2.50) has significant differences between pre－test and pro－test but control group (15.56±8.17) doesn’t show significant differences.3、The effect to sixth graders’ enhancement of coordination intervened by jump rope： in Total MQ，experimental group’s pro－test (77.29±14.78) is prior to pre－test (73.94±14.57)， indicating significant enhancement.　　Conclusion： the intervention of jump rope exercise toward sixth graders’ height growth， sense of balance and coordination has significant effect

A Study on the Differences in Health and Physical Fitness among First－Year Students in Specialized Colleges from Academic Year 106 to 110

　　本研究探討近五年專科生健康體適能之差異比較研究，為了解本校專科學生的健康體適能水準，以106至110五學年度全校12科專一新生為研究對象，每學年度人數為400人，五學年度專一男生601人、女生1399人，共計2000人為研究對象。依教育部大專校院學生體適能護照之健康體適能項目與施測方式，分別為一、身體質量指數（BMI）。二、柔軟度（坐姿體前彎）。三、瞬發力（立定跳遠）。四、肌力與肌耐力（一分鐘屈膝仰臥起坐）。五、心肺耐力（800/1600公尺跑走），本研究資料以SPSS 22.0進行統計分析，以獨立樣本單因子變異數（one-way ANOVA）考驗，以薛費法（scheffe）作事後比較。本研究之顯著水準定α=.05。研究結果如下：本校男、女新生身體質量指數屬於正常範圍；柔軟度方面，男生平均值屬普通，女生平均值較全國大專常模為優；瞬發力方面，男生平均值較全國大專常模為差，女生平均值較全國大專常模為優；肌力與肌耐力方面，男、女生平均值皆較全國大專常模為優；心肺耐力方面，男、女生平均值皆較全國大專常模為差，總體來說有下降的趨勢。结論：本校學生體適能測驗成績，僅心肺耐力部分，男、女生皆低於全國大專學生之常模，且落差較大，均有逐年下降的趨勢；瞬發力部分，男生略低於全國大專常模，亦有逐年下降的趨勢。建議：本校歷年入學新生的健康體能測普遍以110學年度學生表現較不佳。期望透過檢測讓學生能切身瞭解自身體適能表現之優、劣，提醒學生除了擁有專業知識之外，更要積極強化體適能的均衡發展，才能有效促進身體健康與提升生活品質。　　This study investigates the differences in health and physical fitness among undergraduate students over the past five years. The research aims to understand the health and physical fitness levels of first－year students in the 106th to 110th academic years at our institution. The study includes a total of 2000 participants， with 400 students each academic year， consisting of 601 male students and 1399 female students. Based on the health and physical fitness items and testing methods outlined in the Ministry of Education's fitness passport for college students， the following parameters were measured： 1) Body Mass Index (BMI)， 2) Flexibility (sitting forward bend)， 3) Explosive Strength (standing long jump)， 4) Muscular Strength and Endurance (one－minute sit－ups)， and 5) Cardiovascular Endurance (800/1600 meters run). The data collected for this study were analyzed using SPSS 22.0， employing one－way ANOVA for independent samples， and post hoc comparisons were conducted using the Scheffe method. The significance level for this research was set at α = 0.05. The results of the study are as follows： The BMI of male and female freshmen at our institution falls within the normal range. In terms of flexibility， the average score for male students is considered average， while female students score higher than the national average. For explosive strength， male students score lower than the national average， while female students score higher. Muscular strength and endurance scores for both male and female students are higher than the national average. Cardiovascular endurance scores for both male and female students are lower than the national average， indicating a downward trend overall. Conclusion： The fitness test scores of students at our institution， particularly in cardiovascular endurance， are below the national average， with a significant year－to－year decline. The results suggest a need for increased awareness and emphasis on balanced physical fitness development alongside academic pursuits to promote overall health and enhance the quality of life

A Study of Self－efficacy and Sport Participation of Elementary School Teachers in Pingtung County

　　本研究目的在了解屏東縣國小教師自我效能與運動參與之現況，探討在不同背景變項下，教師自我效能與運動參與之差異，以及教師自我效能與運動參與之關聯性。本研究以屏東縣國小教師為研究對象，採樣399人，採問卷調查法，使用「教師自我效能量表」及「運動參與量表」作為研究工具。蒐集之資料使用獨立樣本t考驗、獨立樣本單因子變異數分析、皮爾森積差相關進行分析、雪費氏法事後比較方式加以分析，本研究之顯著水準訂為α=.05。所得結果如下：一、屏東縣國小教師自我效能在不同生理性別、年齡、婚姻狀況、最高學歷、服務年資、家庭月總收入、教授課程類別及擔任職務之背景變項上，教師自我效能得分皆未有顯著差異。二、屏東縣國小教師運動參與分數，生理性別男性教師顯著高於生理性別女性教師、婚姻狀況已婚有子女之教師顯著高於未婚之教師、學歷碩士以上顯著高於學歷為專科之教師、服務年資16至20年及21年（含）以上之教師顯著高於服務年資6至10年之教師、家庭月總收入10~15萬之教師顯著高於家庭月總收入4~7萬之教師。三、屏東縣國小教師自我效能與運動參與未有顯著相關。　　依據上述研究發現，就本研究結論提出提升教師自我效能及未來研究之建議，以供有關單位及未來研究者參考。　　The purpose of this study is to understand the current situation of teachers' self－efficacy and their sport participation in elementary schools in Pingtung County， to investigate the differences between teachers' self－efficacy and their sport participation on different background variables， and to explore the correlation between teachers' self－efficacy and their sport participation. This study investigates elementary school teachers from Pingtung County， a total of 399 participants. It applies questionnaire survey method and uses &quot;Teacher Self－Efficacy Scale&quot; and &quot;Sport Participation Scale&quot; as research instruments. The collected data were analyzed using independent t－test， independent one－way ANOVA， Pearson Product－Moment Correlation， and Scheffé posterior comparison. The significance level of this study was set at α=.05. The result is as follows： 1. The self－efficacy of elementary school teachers in Pingtung County is vary depending on the background variables of gender， age， marital status， highest educational attainment， years of service， total monthly family income， type of courses taught， and position. There are no significant differences. 2. The sport participation of primary school teachers in Pingtung County is significantly higher than that of biologically male teachers than that of biologically female teachers. Marital status of married teachers with children is significantly higher than that of unmarried teachers. The scores of teachers with a master's degree or higher are significantly higher than those of teachers with a junior college degree. Teachers with 16 to 20 years of service and 21 or more years of service (inclusive) have significantly higher values than teachers with 6 to 10 years of service. Teachers with a total monthly income of 100，000 to 150，000 are significantly higher than teachers with a total monthly income of 4 to 7 teachers. 3. There is no significant relationship between elementary school teachers' self－efficacy and sport participation in Pingtung County.　　Based on the above research findings， suggestions for improving teachers' self－efficacy and for future research are put forward based on the conclusions of this study for the reference of relevant agencies and future researchers

The Research on the Influence of Morning Running and Walking on the Attention of Elementary Students

　　本研究旨在探討十二週晨間跑走運動對國小學童注意力之影響，以及不同性別學童與各年段學童在注意力上之差異。以臺中市和平區某國小一至六年級學生共32位為研究對象，分實驗組（16位）與對照組（16位）。實驗組進行12週，每週3次，每次20分鐘且運動強度達70%HRmax之跑走運動，對照組則不進行額外活動。在實驗前、後均實施多向度注意力測驗，最後將實驗前、後測成績以電腦統計套裝軟體spss25.0版，以獨立樣本T檢定、ANCOVA及相依樣本T檢定進行資料分析，統計數據之考驗顯著水準訂為α = .05。研究結果顯示：實驗組在實驗後成績優於實驗前，實驗組與對照組有顯著差異。但實驗組不同性別學童以及各年段學童之注意力並沒有達到顯著差異。得到之研究結論雖未符合全部研究假設，但仍達部分顯著，由此得知，晨間跑走運動介入有助於學童學習注意力之提升。　　This study aims to explore the impact of twelve weeks of morning running and walking on the attention of primary school children， as well as the differences in attention between children of different genders and children of different ages. A total of 32 students from grades one to six in an elementary school in Heping District， Taichung City were selected as the research subjects， divided into an experimental group (16 students) and a control group (16 students). The experimental group performed running and walking exercises at an intensity of 70% HRmax， three times a week for 12 weeks， for 20 minutes each time， while the control group did not perform additional activities. A multi－dimensional attention test was conducted before and after the experiment. Finally， the pre－ and post－test results were analyzed using the computer statistical suite software spss version 25.0， independent sample T test， ANCOVA and dependent sample T test. The statistical data the test significance level is set at α = .05. The results of the study showed that the experimental group's performance after the experiment was better than before the experiment， and there was a significant difference between the experimental group and the control group. However， there was no significant difference in the attention of students of different genders and students of different ages in the experimental group. Although the research conclusions obtained do not meet all the research hypotheses， they are still partially significant. From this， we know that the intervention of morning running and walking can help improve the learning attention of school children