第五章 結論與建議
第二節 建議
本研究之結果顯示以斜坡道健走運動之方式可提升高職中重度 度智障障礙學生的健康體適能，謹以此研究成果分享給所有從事特殊 教育之先進及教學夥伴們，希望能提供學校行政單位規劃課程、體育 教師及後續研究者之參考，提出下列五點建議：
一、學生需求
（一)對於身體質量指數未有顯著改善的效果，可與導師、營養師及 家長討論納入學生之 IEP，在教學內容及相關活動加入營養教 育與飲食控制觀念，讓學生在學校與家庭生活皆能落實均衡的 飲食習慣。
（二)針對 BMI（身體組成）、坐姿體前彎（柔軟度）及立定跳遠（瞬 發力）等項目沒有明顯進步，建議加長實驗週期以及調整暖身 操之運動強度，以達到顯著效果之可能性。
（三）斜坡道健走運動課程對高職中重度智能障礙學生之肌耐力及心 肺耐力有顯著提升的效果，因健走運動屬於全身性的活動，並 運用斜坡道較有起伏變化增加運動強度，行進時播放音樂讓學 生在歡樂的氣氛中活動較為有趣且沒有運動訓練的枯燥感，進 而達到健康體適能的提升。
二、學校行政
（一）建議將斜坡道健走運動納入常規課表中，以直接的方式提升學 生的健康體適能。
（二）學校應積極推動健走運動，讓學校行政人員、教師、家長及學 生都能參與，進而達到親師生健康體適能的提升。
（三）學校應定期舉辦健康體適能之相關研習與活動，以增進學校行
政人員、教師及家長對健康體適能的重視及提升專業知能，進 而落實於日常生活中。
三、教師教學
(一)本研究證實斜坡道健走運動能增進高職中重度智能障礙學生健 康體適能，可參考此教學模式，依照學生的動作能力及體能狀 況調整，以發展適合學生的適應體育課程。
（二)適應體育教學內容應由易而難、運動強度由弱漸強，視學生之 能力與需求給予協助或資源，以增進參與活動意願。
(三)透過教學宣導運動對身心健康的重要性，並灌輸學生養成良好 運動習慣的觀念。
四、課程設計
（一)身心障礙學生的因身體限制及學習動機較一般學生薄弱，在教 學內容上，要設計更多元化的活動，以增進學生學習興趣。如 利用能吸引學生注意的教具、音樂、趣味競賽活動，同時將健 康體適能要素融入其中，學生喜愛適應體育課程之餘，亦能對 其健康體適能有正面的效益。
(二)在課程內容設計及安排上，研究者發現對於健康體適能訓練項 目較著重於肌肉適能及心肺適能的部份，忽略了身體活動的均 衡訓練，導致斜坡道健走運動訓練項目之比重分配較不均，進 而影響研究的最後成果，建議在斜坡道健走運動課程的設計能 更多元，讓健康體適能各要素皆能均衡提升。
（三)可與學校其他體育教師組成健康體適能教學社群，大家集思廣 益進行討論，讓課程設計內容能更臻完善，方能幫助身心障礙 學生的健康體適能均衡發展。
五、後續研究之建議
（一）本研對象究受試者為高職部中重度智能障礙學生，建議未來可 以研究探討不同學程或不同障礙類別之學生。
(二) 若人力、時間及經費允許下可以對同一群受試者做較長期追蹤 研究，較能排除可能的暫時性的效果，讓研究內容更有實質的 價值及公信力。
（三) 國內有關身心障礙學生在斜坡道健走運動或走登山步道之研 究較少，期盼日後有更多的相關研究出現，讓有關單位能更重 視身心障礙學生的健康體適能狀況。
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