背景：臺灣在2025 年正式成為超高齡社會，社區裡的長輩愈來愈多，如何讓他們動起來、走出家門、與人互動，是高齡照顧無法迴避的課題。長期以來，社會多半把長輩當成需要被照顧的對象；但本研究想從另一個方向進行探討：高齡者能不能轉過來成為推動健康的人？這個觀點呼應世界衛生組織「活躍老化」的主張，也呼應了另一「銀髮人力」的觀點——長輩同樣是可以被增能、能貢獻的人力資源。
目的：以國立成功大學「城鄉相伴2026」USR 計畫的社區抗力球打擊課程（戰鼓）為個案。這套課程由該校運動科學與高齡健康產業中心團隊啟動，人文社會科學中心協力人才培育，自民國108 年起在臺南多個社區推動，並推廣到新加坡、印尼、日本，至今已逾五年。研究者本身即為計畫課程進入社區教學的授課推動參與者，經由實際帶領的第一線觀察課程如何運作、推廣、複製到社區健康促進人才培育。本研究的目的在於探討：這套抗力球打擊課程如何整合高齡者與學生跨世代相互合作增能，逐步成為社區在地健康促進的推廣人才。
方法：本研究採用質性研究方式，以立意取樣邀請十三位關鍵參與者進行訪談，包括原創課程教授、動作編排老師、戰鼓老師、在地社區高齡種子教師與幹部、USR計畫人員、社區里長、高齡學員與學生。資料蒐集結合研究者自身的教學觀察以半結構式深度訪談為主，並依受訪者實際情況輔以書面開放式回覆。質性資料以開源軟體Taguette 進行編碼，依主題分析法萃取主題，再透過成員檢核與三角檢證確保結果的可信度。
結果：以抗力球打擊的社區戰鼓課程是一套完整的人才培育歷程，可以用「培育、增能、成果、永續」四個構面來理解。在培育上，無論是高齡師資或年輕學生，都是靠「做中學」一路累積，真正關鍵的能力不是打鼓技巧，而是把長輩當朋友的同理心和處理社區現場問題的解決能力。在增能上，長輩從不敢上台變得搶著表演，學生則在帶領中長出自信與領導力，呈現雙向成長。研究更觀察到長輩出門的動力已從最初的共餐，慢慢轉化為對上台表演的期待課程同時帶來個人的身心改善與社區的凝聚；並有社區逐漸培養出自己種子教師，並透過自籌與銜接其他資源，不再完全依賴單一外部計畫，正是「帶不走的支持系統」的永續上寫照。建議USR 計畫應持續與各系所合作，將社區戰鼓服務納入課程學分或服務學習，並建立志工的進階培訓與認證階梯，使青年人才在被增能之後能持續投入，與高齡種子教師形成「青銀協力」的雙世代人才庫。

This study examines how a community-based stability-ball drumming program can serve not only as a health-promotion activity for older adults but also as a mechanism for cultivating and empowering local health-promotion talent. The case is drawn from National Cheng Kung University’s USR initiative, the USR LOHAS East Asia Project in NCKU, which has promoted the program in Tainan communities for more than five years. A qualitative case-study approach was adopted. Thirteen key stakeholders—including the program’s original professor, choreography and drumming instructors, a local seed teacher, USR staff, community leaders, older participants, and students—were selected through purposive sampling. Data were collected through semi-structured interviews, open-ended written responses, and the researcher’s field observations. Taguette was used to support coding, and thematic analysis was conducted around four dimensions: Cultivation, Empowerment, Outcomes, and Sustainability. Findings show that talent development occurs primarily through learning by doing, with empathy, communication, and adaptive teaching being more critical than drumming technique alone. Empowerment is reflected in increased confidence, leadership, health literacy, and role transformation from service recipient to contributor. Outcomes extend from physical and psychological benefits to stronger social networks and community cohesion. Sustainability depends on local seed teachers, community leadership, resident engagement, resource linkage, and succession planning. The study proposes an integrated community health-promotion talent cultivation and empowerment dissemination model in which older adults and younger participants learn reciprocally and gradually build a support system that can remain in the community beyond a single external project.

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