背景：身體活動量不足已被證實對於兒童健康與照護體系有負面影響，其會危害兒童健康，亦影響學習效能，進而影響學習態度與表現。學校在兒童的身體活動方面扮演著關鍵的角色，因為他們大部分時間都在學校度過。因此，發展易於施行的以學校為本位的身體活動方案是相當重要的。
目的：發展與驗證以學校為本位之不同劑量身體活動方案對促進兒童健康體位與學習自我效能之成效。
方法：第一階段為方案發展，方案內容根據系統性文獻回顧、共識會議與焦點團體之結果擬定。第二階段為方案可行性研究，受試者以學校為單位隨機分派至實驗組或控制組。實驗組接受12周以學校為本位的身體活動方案，每周統計在校中等強度以上身體活動為150 分鐘；控制組僅接受傳統的體育課為80分鐘，每週統計在校中等強度以上身體活動為80 分鐘。於第0（T1）、6（T2）、12（T3）週收集健康體位、學習效能、身體活動量等資料。以卡方檢定與獨立t檢定人口學變項或前測資料是否顯著差異，考慮納為干擾因子，視為共變數加以調整，最後透過廣義估計方程式（Generalized estimating equation, GEE）驗證兩組之成效差異。第三階段以焦點團體收集校方參與可行性研究人員對方案之評值。
結果： 共納入91名平均年齡為11.43歲的學童（實驗組47名、控制組44名）。經介入後，實驗組之每日步數增加（T2-T1：p < .001；T3-T2：p = .70；T3-T1：p < .001），然控制組減少（T2-T1：p = .03；T3-T2：p < .001；T3-T1：p < .001）。每日總身體活動量、輕度身體活動量與中高度身體活動時間於控制組顯著減少（p < .001）。此外，每日總身體活動量、輕度身體活動量與中高度身體活動時間的總效應（T3-T1） 在各組之間也存在顯著差異（p < .001）。兩組之學習自我效能於介入後皆增加，但於組內與組間皆未達顯著差異（實驗組p = .88；控制組p = .20）。最後以焦點團體進行方案評值，結果顯示本研究以學校為本位之身體活動方案為可行且具成本經濟效益。
結論：本研究以學校為本位之身體活動方案為可行且具成本效益，研究結果可供學校健康管理者或教育機關訂定促進兒童健康的身體活動方案，於學校週間安排有效的身體活動，落實兒童健康。

Background: Physical inactivity has been found negative impacts on children’s health and the health care system globally. It will harm child’s health, learning efficacy, and further affect their learning attitude and performance. Schools play a crucial role in the physical activity of children since they spend most of their waking hours at school. Therefore, it is important to develop an easy-to-implement school-based physical activity (SBPA) program.
Purpose: To develop and exam the effects of SBPA programs on physical activity (PA) and learning self-efficacy (LSE) in children.
Methods: Phase I was the development of SBPA program. This program was developed based on a systematic review, consensus meeting, and focus group. Phase II was the feasibility study of the SBPA program. Participants were randomly assigned by class. The interventional group received a 12-week SBPA program with 150 minutes of PA per week while the control group received a weekly 80 minutes of traditional physical education only. Physical health indicators, LSE, and PA were measured at baseline (T1), week 6th (T2), and 12th (T3). Chi-square and t-test were used to examine the differences between the demographic and pre-test data to adjust them as covariates. The outcomes were analyzed using the generalized estimating equation method. Phase III was the evaluation of the SBPA program through focus groups.
Results: A total of 91 school children (44 in the control group, 47 in the SBPA group) with a mean age of 11.43 years old were included. The control group declined significantly in the daily steps, daily total PA, daily light PA, and daily moderate-to-vigorous PA (MVPA) (p < .001) while the intervention group did not. The total effects (T3-T1) on daily steps, daily total PA, daily light PA, and daily MVPA were also significantly different between the groups (p < .001), with most of the differences occurring in T2-T1. The LSE of both groups increased at T3 but did not have significant differences within and between groups (SBPA group: p = .88; control group: p = .20). The evaluation of the SBPA program demonstrated its feasibility and cost-effectiveness.
Conclusion: This SBPA program is effective in improving children’s PA levels because it involved multidisciplinary teams, was implemented during elective courses, and focused on elevating their core strength and cardiorespiratory endurance. Future studies may lengthen the program to improve children’s core strength and cardiorespiratory endurance and include children in other age groups.

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