研究背景：
針對台灣學童身體活動量不足，發展可行的身體活動促進方案及其策略是目前重要議題，對相關健康專業人員亦是一大挑戰。
研究目的：
本研究目的透過跨專業焦點團體共同發展身體活動介入方案，驗證此方案於課間休息時推動的可行性，以及對學童在校各種強度身體活動量之促進成效。
研究方法：
本前驅研究採不等組前後測實驗設計驗證身體介入方案對學童促進活動量之成效。研究對象來自南台灣兩間學校4-6年級學童共66人，以學校為單位將樣本分派至兩組，過程中，全程參與54人，實驗組為17人，控制組為37人，參與率達85.7%。其中實驗組接受身體活動促進方案12周。
此身體活動介入方案透過研究者與學校健康促進專業人員，進行跨專業焦點團體共識討論後，以社會認知理論為架構設計各種相關身體活動促進策略。於方案執行前後一周，透過活動智能紀錄器收集研究對象在校一周身體活動資料。身體活動資料以共變數分析(ANCOVA)檢定各種強度身體活動量介入前後改變差異，另於介入後收集實驗組學童及該校參與身體活動促進方案工作人員之滿意度及意見。
結果：
方案介入前後各級身體活動強度之改變差異；經ANCOVA調整身體活動前測與性別，實驗組介入前後一周行走總步數增加1662.24步，控制組卻減少561.41步，兩組間一周步差距數達統計顯著意義。其他的身體活動強度如總身體活動量、輕度活動、中高等強度以及靜態活動，兩組前後測變動雖未達統計顯著差異，但實驗組身體活動強度改變量仍高於控制組。
方案執行滿意度部分，以李克特量表五點量表評分，實驗組學童對於身體活動促進方案整體滿意度達4.1分，其他如內容的多樣化、趣味性、活動器材使用及活動空間安排等滿意度3.7分至4.8分。並建議可增加多元活動項目。
結論：
以社會認知理論設計之身體活動促進方案可促進本研究4-6年級學童在校總步數。其他身體活動各種強度雖未達統計顯著意義，但實驗組仍高於控制組。有可能介入期間12周，執行活動於周一至周五在校第2節及第6節課間休息時間各20分鐘，尚未達明顯成效。建議未來研究可延長介入期間，加入其他課間休息時間進行活動，推廣至更多的學校，增加樣本數，以達顯著身體活動促進效益。

How to develop the valid physical activity programs and strategies for promoting Taiwanese school children who are the insufficient physical activity is a currently important issue and a major challenge for school health professionals. The purpose of this study were to develop a physical activity promotion program and to examine its effects for increasing the physical activity among children in school time. This pilot study adopted a non-equivalent two groups design with pre-and posttest. A number of 66 children in grade 4 to 6 were recruited from two primary schools in rural of southern Taiwan. Finally, the 54 participants (EG, n=17; CG, n=37) completed this pilot study. The study results show that weekly walking steps had significant increase effects on the EG (increased 1662.24 steps) comparing to the CG (decreased 561.4 steps). There are no difference performance between two groups for moderate levels, slight level and sedation behaviors as well, but the changes within pre- and posttest were more increases on EG than CG for various intensive levels of physical activity. The duration of the intervention program and the frequency of activities within class break time could be prolong to increase the effects on physical activity levels in the future.
Key words: physical activity, social cognitive theory, school children, class break time

參考文獻：
莊育綱（民97）。國小高年級學童達成身體活動建議量之影響因素-應用健康促進模式（未出版之碩士論文）。國立體育大學，台北市。
何泳勳（民99）。青少年運動行為調節與健身運動自我效能關係之研究（未出版之碩士論文）。國立臺灣體育運動大學，台北市。
吳修廷、廖主民。（民100）。臺灣 9~ 15 歲學生身體活動情形及參與動機之性別與年齡差異。體育學報，44(3)，407-422。
范瑞瑩。（民96）。臺北縣某國小肥胖與非肥胖學童身體活動現況及其相關因素比較研究（未出版之碩士論文）。國立臺灣師範大學，台北市。
翁耀明、賴正全、潘倩玉、朱嘉華。（民103）。八週集中式與分散式中等強度跑走訓練對國小肥胖學童體格發展及健康體適能之影響。屏東教大體育第 17 期。
蔡俊傑。（民100）。青少年健身運動自我效能量表之編製。大專體育學刊，13(3)，277-288。
陳嘉偉、方進隆。（民100）。加速規在身體活動及能量消耗之應用及其信效度之探討。交大體育學刊，(1)，101-111。
陳靜敏、方郁文、陳怡樺、苗迺芳、張淑芳、何瓊芳等人。（民106）。社區衛生護理學（第9版）。台北：新文京。
曾慈慧、丁志堅、黎俊彥、呂明心。（民102）。校園的空間配置對兒童身體活動量影響之研究。戶外遊憩研究，26(3)，69-102。
黃靖娟、王美麗、黃宏裕。（民106）。大跑步計畫對國小學童健康體適能之影響─ 以彰化縣和美鎮和仁國小為例。興大體育學刊，(16)，25-35。
劉影梅、卓俊辰、姚開屏、蔣立琦、黃鏈華。（民97）。國際身體活動量表台灣中文版－身體活動強度的中文詞句及代表活動項目的選擇。The Journal of Nursing Research，16(4)，252-263。
鄭嘉文。（民107）。零時體育介入對國小高年級學童學業成績影響之探討（未出版之碩士論文）。國立屏東大學，屏東縣。
教育部體育署。（民107）。教育部體育署 105學年度各級學校學生運動參與情形。取自https://www.sa.gov.tw/Resource/Ebook/Files/UnZips/636639057940000000/files/assets/common/downloads/publication.pdf
教育部體育署。（民107）。體適能指導。取自https://www.fitness.org.tw/direct02.php。
教育部統計處。（民107）。性別統計指標彙總性資料─學生。取自https://depart.moe.edu.tw/ed4500/cp.aspx?n=DCD2BE18CFAF30D0。
衛生福利部國民健康署。（民106）。全民身體活動指引。取自https://www.hpa.gov.tw/Pages/ashx/File.ashx?FilePath=~/File/Attach/8170/File_7719.pdf。
國家教育研究院。（民107）。十二年國民基本教育課程綱要國民中小學暨普通型高級中等學校-健康與體育領域。取自https://www.naer.edu.tw/ezfiles/0/1000/attach/84/pta_16926_9456890_38969.pdf。
Ajzen, I., & Fishbein, M. (1977). Attitude-behavior relations: A theoretical analysis and review of empirical research. Psychological bulletin, 84(5), 888.
Ajzen, I. (1991). The theory of planned behavior. Organizational behavior and human decision processes, 50(2), 179-211.
Alvarez-Bueno, C., Pesce, C., Cavero-Redondo, I., Sanchez-Lopez, M., Garrido-Miguel, M., & Martinez-Vizcaino, V. (2017). Academic achievement and physical activity: a meta-analysis. Pediatrics, 140(6), e20171498.
Andrés, A., Saldaña, C., & Gómez-Benito, J. (2011). The transtheoretical model in weight management: validation of the processes of change questionnaire. Obesity facts, 4(6), 433-442.
Ansari, A., Pettit, K., & Gershoff, E. (2015). Combating obesity in head start: outdoor play and change in children’s BMI. Journal of developmental and behavioral pediatrics: JDBP, 36(8), 605.
Alvarez-Bueno, C., Pesce, C., Cavero-Redondo, I., Sanchez-Lopez, M., Garrido-Miguel, M., & Martinez-Vizcaino, V. (2017). Academic achievement and physical activity: a meta-analysis. Pediatrics, 140(6), e20171498.
Bandura, A. (1989). Human agency in social cognitive theory. American psychologist, 44(9), 1175.
Bangsbo, J., Krustrup, P., Duda, J., Hillman, C., Andersen, L. B., Weiss, M., ... & Naylor, P. J. (2016). The Copenhagen Consensus Conference 2016: children, youth, and physical activity in schools and during leisure time. Br J Sports Med, 50(19), 1177-1178.
Beauchamp, T., & Childress, J. (2001).Principles of biomedical ethics: Oxford University Press, USA.
Beets, M. W., Glenn Weaver, R., Turner-McGrievy, G., Saunders, R. P., Webster, C. A., Moore, J. B., . . . Chandler, J. (2017). Evaluation of a statewide dissemination and implementation of physical activity intervention in afterschool programs: a nonrandomized trial. Transl Behav Med, 7(4), 690-701. doi:10.1007/s13142-017-0484-2.
Bershwinger, T., & Brusseau, T. A. (2013). The Impact of Classroom Activity Breaks
on the School-Day Physical Activity of Rural Children. Int J Exerc Sci, 6(2),
134-143.
Canadian Society for Exercise Physiology. (2018). Canadian Physical Activity Guidelines. Posted to http://csep.ca/CMFiles/Guidelines/CSEP_PAGuidelines_0-65plus_en.pdf
Carson, V., Ridgers, N.D., Howard, B.J., Winkler, E.A., Healy, G.N., Owen, N., et al.
2013. Light-intensity physical activity and cardiometabolic biomarkers in US
adolescents. PLoS ONE, 8(8): e71417. doi:10.1371/journal.pone.0071417.
Caspersen, C. J., Powell, K. E., & Christenson, G. M. (1985). Physical activity, exercise, and physical fitness: definitions and distinctions for health-related research. Public health reports, 100(2), 126.
De Meester, A., Stodden, D., Goodway, J., True, L., Brian, A., Ferkel, R., & Haerens, L. (2018). Identifying a motor proficiency barrier for meeting physical activity guidelines in children. Journal of science and medicine in sport, 21(1), 58-62.
Donnelly, J. E., Hillman, C. H., Castelli, D., Etnier, J. L., Lee, S., Tomporowski, P.,
Lambourne, K., Szabo-Reed, A. N. (2016). Physical Activity, Fitness, Cognitive
Erwin H, Fedewa A, Beighle A, Ahn S. A quantitative review of physical activity, health, and learning outcomes associated with classroom-based physical activity interventions. J Appl School Psychol. 2012;28(1):14-36.
Function, and Academic Achievement in Children: A Systematic Review.
Medicine & Science in Sports & Exercise, 48(6), 1197-1222.
Dobbins M, Husson H, DeCorby K, LaRocca RL. School-based physical activity programs for promoting physical activity and fitness in children and adolescents aged 6 to 18. Cochrane Database Syst Rev. 2013;2:CD007651.
Drummy, C., Murtagh, E. M., McKee, D. P., Breslin, G., Davison, G. W., & Murphy, M. H. (2016). The effect of a classroom activity break on physical activity levels and adiposity in primary school children. J Paediatr Child Health, 52(7), 745-749. doi:10.1111/jpc.13182.
Fairclough, S. J., McGrane, B., Sanders, G., Taylor, S., Owen, M., & Curry, W. (2016). A non-equivalent group pilot trial of a school-based physical activity and fitness intervention for 10-11 year old english children: born to move. BMC Public Health, 16(1), 861. doi:10.1186/s12889-016-3550-7.
Gallotta, M. C., Emerenziani, G. P., Iazzoni, S., Iasevoli, L., Guidetti, L., & Baldari, C. (2017). Effects of different physical education programmes on children's skill- and health-related outcomes: a pilot randomised controlled trial. J Sports Sci, 35(15), 1547-1555. doi:10.1080/02640414.2016.1225969.
Habib-Mourad, C., Moore, H., Nabhani, Z., Hwalla, N., & Summerbell, C. (2014). Health-E-PALS: promoting healthy eating and physical activity in Lebanese school children–intervention development. Education and health, 32(1), 3-8.
Hagger, M. S., Chatzisarantis, N. L., & Biddle, S. J. (2002). The influence of autonomous and controlling motives on physical activity intentions within the Theory of Planned Behaviour. British journal of health psychology, 7(3), 283-297.
Hesketh, K. R., Lakshman, R., & van Sluijs, E. M. F. (2017). Barriers and facilitators to young children's physical activity and sedentary behaviour: a systematic review and synthesis of qualitative literature. Obesity reviews, 18(9), 987-1017.
Hills, A. P., Dengel, D. R., & Lubans, D. R. (2015). Supporting public health priorities: recommendations for physical education and physical activity promotion in schools. Progress in cardiovascular diseases, 57(4), 368-374.
Hodges, B. C., & Videto, D. M. (2011). Assessment and planning in health programs:
Jones & Bartlett Publishers.
Hollis, J. L., Williams, A. J., Sutherland, R., Campbell, E., Nathan, N., Wolfenden, L., ... & Wiggers, J. (2016). A systematic review and meta-analysis of moderate-to-vigorous physical activity levels in elementary school physical education lessons. Preventive medicine, 86, 34-54.
Kazemi, A., Ehsanpour, S., & Nekoei-Zahraei, N. S. (2011). A randomized trial to promote health belief and to reduce environmental tobacco smoke exposure in pregnant women. Health education research, 27(1), 151-159.
Leme, A. C. B., Lubans, D. R., Guerra, P. H., Dewar, D., Toassa, E. C., & Philippi, S. T. (2016). Preventing obesity among Brazilian adolescent girls: Six-month outcomes of the Healthy Habits, Healthy Girls–Brazil school-based randomized controlled trial. Preventive medicine, 86, 77-83.
Lin, C.-W., Yang, Y.-T. C., Wang, J.-S., & Yang, Y.-C. (2012). A wearable sensor module with a neural-network-based activity classification algorithm for daily energy expenditure estimation. IEEE Transactions on Information Technology in Biomedicine, 16(5), 991-998.
Lloyd, J., Creanor, S., Price, L., Abraham, C., Dean, S., Green, C., . . . Wyatt, K. (2017). Trial baseline characteristics of a cluster randomised controlled trial of a school-located obesity prevention programme; the Healthy Lifestyles Programme (HeLP) trial. BMC Public Health, 17(1), 291. doi:10.1186/s12889-017-4196-9.
Lubans, D. R., Smith, J. J., Plotnikoff, R. C., Dally, K. A., Okely, A. D., Salmon, J., & Morgan, P. J. (2016). Assessing the sustained impact of a school-based obesity prevention program for adolescent boys: the ATLAS cluster randomized controlled trial. Int J Behav Nutr Phys Act, 13, 92. doi:10.1186/s12966-016-0420-8.
Martin, G., & Pear, J. J. (2015). Behavior modification: What it is and how to do it: Psychology Press.
McEwen, M., & Wills, E. M. (2017). Theoretical basis for nursing: Lippincott Williams & Wilkins.
O’Connor, R. C., & Armitage, C. J. (2017). Theory of planned behavior and parasuicide: An exploratory study Planned Behavior (pp. 19-32): Routledge.
Parrott, M. W., Tennant, L. K., Olejnik, S., & Poudevigne, M. S. (2008). Theory of planned behavior: Implications for an email-based physical activity intervention. Psychology of sport and exercise, 9(4), 511-526.
Phuanukoonnon, S., Brough, M., & Bryan, J. H. (2006). Folk knowledge about dengue mosquitoes and contributions of health belief model in dengue control promotion in Northeast Thailand. Acta tropica, 99(1), 6-14.
Prochaska, J. O., & Velicer, W. F. (1997). The transtheoretical model of health behavior change. American journal of health promotion, 12(1), 38-48.
Pyky, R., Koivumaa-Honkanen, H., Leinonen, A.-M., Ahola, R., Hirvonen, N., Enwald, H., . . . Keinänen-Kiukaanniemi, S. (2017). Effect of tailored, gamified, mobile physical activity intervention on life satisfaction and self-rated health in young adolescent men: a population-based, randomized controlled trial (MOPO study). Computers in Human Behavior, 72, 13-22.
Rosenstock, I. M., Strecher, V. J., & Becker, M. H. (1988). Social learning theory and the health belief model. Health education quarterly, 15(2), 175-183.
Salahshuri, A., Sharifirad, G., Hassanzadeh, A., & Mostafavi, F. (2014). Physical activity patterns and its influencing factors among high school students of Izeh city: Application of some constructs of health belief model. Journal of education and health promotion, 3.
Sallis, J. F., Prochaska, J. J., & Taylor, W. C. (2000). A review of correlates of
physical activity of children and adolescents. Medicine & Science in Sports &
Exercise, 32, 963-975.
Schunk, D. H., & Meece, J. L. (2006). Self-efficacy development in adolescence. Self-efficacy beliefs of adolescents, 5, 71-96.
Stolte, E., Hopman-Rock, M., Aartsen, M. J., van Tilburg, T. G., & Chorus, A. (2017). The theory of planned behavior and physical activity change: outcomes of the Aging Well and Healthily Intervention Program for Older Adults. Journal of aging and physical activity, 25(3), 438-445.
Szabo-Reed, A. N., Willis, E. A., Lee, J., Hillman, C. H., Washburn, R. A., & Donnelly, J. E. (2017). Impact of Three Years of Classroom Physical Activity Bouts on Time-on-Task Behavior. Med Sci Sports Exerc, 49(11), 2343-2350. doi:10.1249/mss.0000000000001346
Tamirat, A., Abebe, L., & Kirose, G. (2014). Prediction of physical activity among Type-2 diabetes patients attending Jimma University specialized Hospital, southwest Ethiopia: Application of health belief model. Science, 2(6), 524-531.
van Stralen, M. M., Yıldırım, M., Wulp, A., Te Velde, S. J., Verloigne, M., Doessegger, A., ... & Chinapaw, M. J. (2014). Measured sedentary time and physical activity during the school day of European 10-to 12-year-old children: the ENERGY project. Journal of Science and Medicine in Sport, 17(2), 201-206.
Wang, J.-S., Chuang, F.-C., & Yang, Y.-T. C. (2011). A wearable physical activity sensor system: its classification algorithm and performance comparison of different sensor placements. Paper presented at the International Conference on Intelligent Computing.
Wang, J.-S., Yang, Y.-T., & Lin, C.-W. (2011). An Activity Recording System with a Radial-Basis-Function-Network-Based Energy Expenditure Regression Algorithm. Paper presented at the Proceedings on the International Conference on Artificial Intelligence (ICAI).
Weaver, R. G., Brazendale, K., Chandler, J. L., Turner-McGrievy, G. M., Moore, J. B., Huberty, J. L., . . . Beets, M. W. (2017). First year physical activity findings from turn up the HEAT (Healthy Eating and Activity Time) in summer day camps. PLoS One, 12(3), e0173791. doi:10.1371/journal.pone.0173791
Yildirim, M., Arundell, L., Cerin, E., Carson, V., Brown, H., Crawford, D., . . . Salmon, J. (2014). What helps children to move more at school recess and lunchtime? Mid-intervention results from Transform-Us! cluster-randomised controlled trial. Br J Sports Med, 48(3), 271-277. doi:10.1136/bjsports-2013-092466
WHO. (2018). Physical activity. Message posted to http://www.who.int/en/news-room/fact-sheets/detail/physical-activity
U.S. Department of Health & Human Services. (2018). Physical Activity
Guidelines for Americans 2nd edition. Posted to https://health.gov/paguidelines/secondedition/pdf/Physical_Activity_Guidelines_2nd_edition.pdf