本研究旨在探討認知-行為教育介入，對在學青少年身體活動階段之影響。以381位國一學生為實驗參與者，依方便取樣選取其中213人為實驗組進行介入活動，另外168人為控制組；實驗參與者均實施前測、後測及追蹤調查。實驗操弄的自變項為介入的有無，依變項為身體活動階段的變化。實驗所得資料分量性分析（階段變化）及質性分析（知覺利益及知覺障礙）二部分；量性分析之階段變化部份以卡方進行統計考驗，質性分析則以頻次分析之後陳述。結果發現：（一）36%之實驗參與者處於有規律健身運動習慣之行動期及維持期，（二）實驗組與控制組間之階段變化情形並未達顯著差異，（三）無論在實驗組或控制組，處於意圖前期、意圖期及準備期者（未建立規律健身運動習慣）之階段進步情形顯著高於處於行動期及維持期者（已建立規律健身運動習慣），階段退步情形則顯著較低；但實驗組與控制組間並未達顯著差異，（四）知覺運動利益以健康因素為主，與（五）知覺運動障礙則以時間缺乏因素為主。

This study examined how the interventions affect the stages of physical activity among studied adolescents. Junior high school students (N = 381) completed a questionnaire assessing their current status of physical activity participation. Percentage distribution of the sample across the stages was : precontemplation, 11.8% (n = 45); contemplation, 15.5% (n = 59); preparation, 32.5% (n = 124); action, 23.9% (n = 91); and maintenance, 23.9% (n = 91). The experiment was conducted in a group of 213 students, four individual cognitive-behavioral educational sessions were conducted over four weeks. The findings of this study showed that 40 % participants including the control group advance their stage of exercise adoption in precontemplation, contemplation and preparation stages. Chi-Square analyses showed that there were not significant differences between experimental and control groups. The results failed to support the value of interventions to students’ physical activity stages of change. The significant factor of perceived benefit of exercise was health, and major perceived barrier to exercise was time constraints .

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