本研究採用質性研究方法，探討兩位國中全盲學生(化名小傑、小文)參與適應體育之情形，以及教師(化名劉師)實施適應體育教學時，如何根據全盲學生的特殊需求進行教學與調整。
經過資料的分析與詮釋，研究者從「基本動作能力」、「體適能」、「移動性能力」、「平衡能力」、「操作性能力」等五部分，撰述小文與小傑參與適應體育的學習情形以及教師的教學與調整，最後撰述本研究適應體育教學的特色。研究結果與發現：(一)基本動作能力部分，分為下肢、上肢、擴胸、腰部以及緩和運動。劉師教學時能夠使用身體引導、將動作加以描述與形容，教導學生使用視覺想像學習法並重複練習，並藉由擔任小老師等方法來提升基本動作的熟悉度。(二)體適能部分，藉由階梯有氧、輕快踏步以及踏併步提升全盲學生的心肺耐力，劉師教學時利用音樂的節奏讓學生感受快與慢並估計學生的運動量。(三)移動性能力部分，分為跳躍運動、跑步、兔子舞及兩人三腳等四項活動，劉師教學時能夠營造安全的環境、使用四種方式教導學生判斷終點，以及使用身體引導及觸覺模式教導兔子舞、助跑等動作。(四)平衡能力包括蹲馬步以及單腳站立，劉師教學時會使用身體引導的方式教導學生。(五)操作性能力包括聽聲音滾球以及傳球接力，劉師能夠善用具體物幫助學生建立抽象概念。(六)撰述本研究適應體育教學的特色。
最後，基於研究結果與發現，提出具體建議供未來相關實務工作之參考。

This study is composed by qualitative research method. The research objective is to investigate the situation of two blind junior high students (Jay and Wen, both pseudonyms) who have participated in adapted physical education; during the implementation of adapted physical education, how was the teacher, Mr. Liu (pseudonym) teaching and adjusting the method according with the special needs of blind students.
After the data analysis and interpretation, this study composed the learning situation with adapted physical education for Jay and Wen, and adjustments in teaching from five dimensions: “Fundamental Motor Ability”, “Physical Fitness”, “Locomotive Ability”, “Balance”, and “Manipulative Ability”. Finally, this study composed the characteristics of adapted physical education. The result of this study indicated that:
a. “Fundamental Motor Ability” can be classified into lower extremity exercise, upper extremity exercise, chest exercises, waist exercises and cooling-down exercises. Mr. Liu can use physical guidance to describe the movements to teach students how to use visual learning, repetition exercises, and improve the fundamental motor familiarity through peer tutor system.
b. For “Physical Fitness”, the teacher will be able to enhance cardiovascular endurance for blind students through step aerobics, light step and step touch. Mr. Liu can use the rhythm of music for students to feel the speed and to estimate the amount of exercise.
c. “Locomotive Ability” can be classified into four activities as jumping, running, bunny hop and three-legged race game. Mr. Liu can create a safe environment, use four methods to teach students to judge the end-point, use physical guidance and tactile modeling to teach bunny hop, run-up action, etc,.
d. “Balance” can be classified into horse squat and one leg standing. Mr. Liu can use physical guidance to teach students.
e. “Manipulative Ability” can be classified into “identify the ball direction by sound” and “passing a ball up and down”. Mr. Liu can use specific items to help students to establish concept of abstraction.
f. To compose the characteristics of adapted physical education in the study.

Finally, based on the above results, this study has provided specific recommendations for future substantive work and related references.

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