第五章 討論
第二節 建議
以下建議未來研究方向如下：
(一) 針對身心障礙兒童或是動作發展遲緩兒童進行兩種之信度或效度的驗 證，以更詳實的檢驗學前粗大動作品質量表的信效度。
(二) 比較 PGMQ 與其他動作評估工具或是兒童發展工具之相關性，進一步建 立其同時效度與鑑別性。
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附錄一 學前粗大動作品質量表
(horizontal jumping)
3 公尺平整空
1. 單腳跳時，二腳保持打開(沒有併攏或勾住) 滑步側移(sliding) 10 公尺平整空
間、直線、2 個 躍馬步(galloping) 10 公尺長平整
空間、2 個錐體 (jumping sideways)
10 公尺平整空 間、膠帶
要求小朋友雙手插腰，雙腳
跳過線 2. 雙腳一起跳
3. 沒有踩到線
(overhand throwing)
網球、牆壁、膠
4. 有踢到球並且球有往前跑
1. 單手能在腰與膝蓋間的高度接觸到球 2. 每次拍球的節律有一致性
3. 慣用手連續拍擊 4 下，不需要移動腳步救球 原地拍球
(ball- bouncing)
平整的硬地，直
stationary ball)
球棒、小球、球
(one leg standing)
3 公尺平整空間 要求小朋友雙手插腰，非慣
5. 能維持整個腳掌在地上 20 秒 1. 每一步整個腳掌都踩在直線上 2. 手不需要打開就可維持平衡 3. 一次就能精準地踩在線上 走直線(walking line
forward)
「PGMQ」移位能力分測驗
「下樓梯」(L1)
「跑步」 (L2)
「立定跳遠」 (L3)
「單腳連續跳」(L4)
「滑步側移」(L5)
「躍馬步」(L6)
「跨步跳」(L7)
「雙腳左右來回跳」 (L8)
「PGMQ」物品傳接能力分測驗
「過肩投球」 (M1)
「雙手接球」 (M2)
「踢球」(M3)
「原地拍球」(M4)
「打擊靜止的球」(M5)
「PGMQ」平衡能力分測驗
「單腳站」(B1)
「二腳前後站」(B2)
「走直線」(B3)
「倒退走直線」(B4)
附錄二 粗 動 作 發 展 測 驗 — 第二版
「TGMD-II」移位能力分測驗
「跑步」(TL1)
「躍馬步」(TL2)
「單腳連續跳」(TL3)
「跨步跳」(TL4)
「立定跳遠」(TL5)
「滑步側移」(TL6)
「TGMD-II」物品傳接能力分測驗
「打擊靜止的球」(TM1)
「原地拍球」(TM2)
「接球」(TM3)
「踢球」(TM4)
「過肩投球」(TM5)
「低手滾球」(TM6)
附錄三 家長同意書說明事項
（24 小時聯繫電話：0982525767）。感謝您熱心參與，讓未來的兒童工作者，更 有能力協助兒童的發展，最後祝福您及您可愛的小朋友
平安健康、萬事如意
中國醫藥大學復健科學所研究生 孫曉玲 & 孫世恆副教授 敬上