本研究目的為探討學齡前發展遲緩兒童身體活動之現況與家長對於其孩童在身體活動行為的相關因素，並運用PRECEDE-PROCEED模式中「教育評估和生態評估」的階段將相關因素進一步分析為促進因子與障礙因子，瞭解學齡前發展遲緩兒童之家長在前傾、增強、使能因素上如何促進或阻礙其孩童身體活動之行為。隨機抽樣選取臺北市進行早期療育的醫療院所之孩童(n=304)，並以結構式問卷調查學齡前發展遲緩兒童的家長對孩童在身體活動上相關覺知以及障礙。
研究結果顯示臺灣學齡前發展遲緩兒童平均一天的身體活動時間僅43.09分鐘，而家長對身體活動的覺知、親職支持、親職效能以及是否有專家提供建議以及家長本身的身體活動時間、孩童靜態遊戲時間能夠有效預測學齡前發展遲緩兒童的身體活動時間(R^2=.282)。
為了能夠提升學齡前發展遲緩兒童的身體活動時間，本研究建議：(1)提升家長在孩童身體活動重要之相關知能 (2)專業人員應加強將身體活動融入日常的相關建議及衛教 (3)政府應設立臺灣學齡前身體活動的相關指引，其中也應包含學齡前發展遲緩兒童知相關建議 (4)政府應加強在遊戲空間提供適切且通用設計之共融設施。

This study aims to present the parental facilitators and barriers that influence the physical activity of preschool children with developmental delay. This study is a cross-sectional study that use the stage of "Education Assessment and Ecological Assessment" in the PRECEDE-PROCEED model to develop a structured questionnaire. The questionnaire consists of 3 aspects include parental, social support, and policy. Researchers survey the parents of preschool children with developmental delay in Taipei city via questionnaire (n=304).
The results of this study indicate that preschool children with developmental delay spent 43.09 minutes in average physical activity. Multiple regression analysis revealed that parent
's perceptions of physical activity, parental support, parental efficacy, professional advice, physical activity of parents and static play time of children significantly predicted the physical activity time of preschool children with developmental delays (R^2=.282).
This study suggests (1) educating parents the benefits and knowledge of physical activity (2) emphasizing professional advice for the importance of integrating physical activity into daily life (3) establishing policy of physical activity guidelines for preschoolers in Taiwan, including recommendations for children with developmental delays (4) constructing policy about appropriate and inclusive facilities in playground to improve the physical activity time of children with developmental delay.

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