[[alternative]]Effects of Diabolo Teaching on the Attention Convergence and Divergence

[[abstract]]目的：本研究旨在檢驗八週扯鈴教學介入後，其對國小學童持續性注意力〈注意力收斂〉與分離性注意力〈注意力發散〉之影響。方法：本研究使用自編之持續性注意力和分離性注意力量表，檢驗「持續性注意力」的方法為判別個位數加法算式之進位與否，以計算完成時間推論之。檢驗「分離性注意力」的方法則為在判別個位數加法算式進位與否的同時，接受聽力訊號並畫記。實驗參加者為國小中、高年級學童共30名，分派至單人動作組、雙人動作組、控制組各10名。二組實驗組進行八週扯鈴教學，在教學前後以自編注意力量表來檢驗成效。在扯鈴運動介入前、後請三組參加者填寫此注意力量表，並在教學結束兩週後進行保留測驗。所蒐集之結果利用獨立樣本無母數分析Kruskal-Wallis test分析三個組別之注意力測驗成績是否存在差異，並以Wilcoxon matched pairs test檢驗各組組內前、後測成績關係。統計顯著水準皆設定為α = .05。結果：以獨立樣本Kruskal-Wallis無母數檢定，發現各組間在前測時已不具同質性。以相依樣本無母數Wilcoxon matched-pairs test分析，發現單人扯鈴組注意力收斂與發散之成績有顯著提昇。結論：八週單人扯鈴動作教學，能顯著提升國小中高年級學童之持續性注意力〈注意力收斂〉及分離性注意力〈注意力發散〉。[[abstract]]Purpose: This research aimed to examine the influence of 8-week diabolo teaching on elementary-school students’ sustained (convergence) and divided (divergence) attention. Methods: The researcher-designed attention scales were used to test the teaching effects. The sustained attention was examined by the time participants spent to distinguish whether carrying occurs in adding formulas, while the divided attention was examined by marking auditory signals and distinguishing carrying or not at the same time. Thirty 9-12 years old students were assigned into three groups: single player group (N =10), double players group (N =10), and control group (N =10). All participants filled out the attention scales before and after the diabolo teaching, and filled out again for the retention test after two weeks. The group scores were tested by the Kruskal-Wallis test, a nonparametric analysis on independent samples, while the pretest and posttest scores were analyzed via the Wilcoxon matched pairs test. The levels of statistical significance for all variables were set at α = .05. Results: Since the pre-test scores of single player group were significantly lower than the other 2 groups the group homogeneity was violated. With the Wilcoxon matched-pairs test, it was found that the sustained and divided attention scores of the single player group significantly improved. Conclusion: The 8-weeks diabolo teaching could benefit for the single player group’s sustained attention (attention convergence) and divided attention (attention divergence)