本研究的主要目的在於探討在校足量運動與不同運動時間點對學生體適能、創造思考能力與數學學科成就之影響。本研究採準實驗設計，研究對象為臺北市立景美女中一年級三個班，自變項為教學策略，分三個層次—傳統體育課組(對照組，40人)、在校足量運動—非數學課前運動組(實驗組一，31人)和在校足量運動—數學課前運動組(實驗組二，42人)，依變項為體適能、創造思考能力和數學學科成就。研究工具包括體適能測驗、陶倫斯創造思考測驗圖形版與自編數學學科成就測驗。資料分析方法採用one-way ANCOVA和MANCOVA分析。主要研究結果如下：
一、 在體適能方面，在校足量運動—非數學課前運動組與在校足量運動—數學課前運動組皆顯著高於傳統體育課組，顯示足量運動(多三節體育課)可顯著提升學生的體適能。
二、 在創造思考能力方面，在校足量運動—數學課前運動組顯著高於傳統體育課組，又在校足量運動—數學課前運動組高於在校足量運動—非數學課前運動組，顯示足量運動與不同時間點的實驗處理對學生的創造思考能力有影響。
（1） 在校足量運動—非數學課前運動組與在校足量運動—數學課前運動組在流暢力、標題力、精密力、開放力上顯著高於傳統體育課組；又在校足量運動—數學課前運動組在獨創力與創造優異潛能亦顯著高於傳統體育課組。
（2） 在校足量運動—數學課前運動組在流暢力、獨創力、標題力、精密力與創造優異潛能皆顯著優於在校足量運動—非數學課前運動組，唯在開放力上兩組未有顯著差異。
三、 在數學學科成就方面，在校足量運動—數學課前運動組組顯著高於傳統體育課組，又在校足量運動—數學課前運動組組部分向度顯著高於在校足量運動—非數學課前運動組組，顯示足量運動與不同時間點的實驗處理對學生的數學學科成就有影響。
（1） 在校足量運動—數學課前運動組與在校足量運動—非數學課前運動組在理解的向度上，顯著高於與傳統體育課組；在校足量運動—數學課前運動組在知識的向度上與傳統體育課組亦有顯著差異；而三組在應用、分析、綜合這三個向度上皆未有顯著差異。
（2） 在校足量運動—數學課前運動組在知識與理解的向度上，顯著高於在校足量運動—非數學課前運動組；而三組在應用、分析、綜合這三個向度上皆未有顯著差異。
本研究將依據研究結果提出建議，對未來欲進行足量運動課程設計與不同運動時間點安排的學校單位與教師作為教學與研究上之參考。

The purpose of this research was to investigate the influence of sufficient physical activity amount and different time points upon senior high school students’ physical fitness, creativity, and mathematics performance. A pretest and posttest quasi-experimental design was used for this study. The participants were 113 tenth grade students from three classes. The independent variable was instructional strategy with three levels—the traditional physical education (40 students), the adequate amount of exercise before non-mathematics class (31 students), the adequate amount of exercise before mathematics class (42 students). The dependent variables were students’ physical fitness, creative thinking and mathematics performance. One-way ANCOVA and MANCOVA were employed to examine whether there was a difference among the three research groups in terms of the dependent variables. The results of this study were summarized as follows:
1. Students who received the adequate amount of exercise in the school had significantly higher physical fitness than students who received traditional instruction. This indicates that the manipulation has an effect on physical fitness.
2. Students who received the adequate amount of exercise before mathematics class had significantly higher creative thinking than students who received traditional instruction. And students who received the adequate amount of exercise before mathematics class had significantly higher creative thinking than students who received the adequate amount of exercise before non-mathematics class. This indicates that the manipulation has an effect on physical fitness.
(1) Students who received the adequate amount of exercise before mathematics class and the adequate amount of exercise before non-mathematics class had significantly higher level of fluency, abstractness of titles, elaboration and resistance to premature closure subscales than students who received traditional instruction. And Students who received the adequate amount of exercise before mathematics class had significantly higher level of creative strengths than students who received traditional instruction.
(2) Students who received the adequate amount of exercise in the school-exercise before mathematics class had significantly higher level of fluency, originality, abstractness of titles, elaboration and creative strengths than students who received the adequate amount of exercise before non-mathematics class.
3. Students who received the adequate amount of exercise before mathematics class had significantly higher mathematics performance than students who received the adequate amount of exercise before non-mathematics class and traditional instruction. This indicates that the manipulation has an effect on mathematics performance.
(1) Students who received the adequate amount of exercise before mathematics class and the adequate amount of exercise before non-mathematics class had significantly higher level of comprehension than students who received the traditional instruction. Students who received the adequate amount of exercise before mathematics class had significantly higher level of knowledge than students who received the traditional instruction; however, these three groups did not show any significant difference in the domains of application, analysis and synthesis.
(2) Students who received the adequate amount of exercise before mathematics class had significantly higher level of knowledge and comprehension than students who received the adequate amount of exercise before non-mathematics class, however, these three groups did not show any significant difference in the domains of application, analysis and synthesis.
Finally, suggestions for teaching and further researches were provided based on the research findings of the study.

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