疫情期間影片教學是常見的運動教學方式之一。該教學方式有使用字幕及可依個人習慣播放的特點，能彌補聽覺障礙學生在課程中因課程設計不良，以及聽覺的隱性障礙(被忽略的挑戰)導致學習品質受損。目前相關研究都提倡良好質量的有氧運動有助於體能培養，且疫情期間許多有氧運動教學以功能性訓練動作為設計，使大眾可以在居家空間進行。目前國內共有1,067位聽覺障礙大專生，本研究希望比較實體團課及居家影片兩種教學方法在「運動強度」、「動作正確度」及「課程滿意度」之教學成效，並控制口罩一變因。故有以下研究問題：一、聽障大專生在相同課程內容下，戴口罩與否及透過不同教學方法進行有氧運動時，所達的心率及運動強度是否不同；二、聽障大專生在相同課程內容下，戴口罩與否及透過不同教學方法進行有氧運動之動作正確度是否不同；三、聽障大專生在相同課程內容下，戴口罩與否及透過不同教學方法進行有氧運動之課程滿意度是否不同。研究為準實驗設計，立意取樣滾雪球法招募受試者，依教學方法及口罩分為：實體口罩組、實體無罩組、居家口罩組及居家無罩組共21人。以無母數分析得出研究結果：居家無口罩受試者在劇烈運動強度分鐘數達顯著高於戴口罩受者；實體教學在「兩次側併步」顯著優於居家組；實體組在教學因素、學習效果因素及整體滿意度上，顯著優於居家組，事後分析居家口罩組在學習效果、空間因素及整體滿意度顯著低於實體組。根據上述結果得知：口罩會影響劇烈強度分鐘數；實體教學對聽障大專生的有氧運動教學較具有優勢；聽障大專生對實體教學滿意度較高，對居家影片教學及戴口罩的滿意度較差。本研究建議需更加留意戴口罩進行有氧運動的學生；影片教學在關鍵動作及訣竅上，建議以慢動作方式處理，實體教學則可提供明確指示；在不違反防疫規定下，建議以實體教學不戴口罩的方式進行教學。

Video teaching is one of the common distance teaching methods for exercise courses due to the Covid-19 pandemic. Using captions and personalized playing mode are two major characteristics of this teaching method which can make up for the deducting quality of learning due to hearing challenges for students with hearing loss. Recent studies suggest that good-quality aerobic exercise is helpful for physical fitness. Designed home-based with functional training movements has rapidly grown and been provided during the epidemics. The study is intended to compare the learning effectiveness of the intensity of exercise, accuracy of movements, and satisfaction, in two teaching methods (face to face group and home-based video teaching) and face mask wearing. The differences of exercise intensity, accuracy of movements and satisfaction in two teaching methods and with/without wearing face masks are three research questions in the study. The study was a quasi-experimental design. Purposive snowball sampling were adopted to recruit 21 college students with hearing loss. Based on the teaching method and face masks, participants were divided into 4 groups, included the face to face with face masks (FFwF group), the face to face without face masks (FFoF group), the home-based with face masks (HBwF group), and the home-based without face masks (HBoF group).According to nonparametric analysis, the results were: HBoF group had significantly more minutes than HBwF group on the intensity of vigorous; FFwF and FFoF group had significantly better performance than HBwF and HBoF group on two-times shuffle steps. FFwF and FFoF groups had significantly higher scores in teaching factors, learning effectiveness factors and overall satisfaction than HBwF and HBoF groups. In addition, HBwF group had significantly lower learning effectiveness factors, space factors, and overall satisfaction than FFwF and FFoF groups in post-hoc analysis. The results show that: (1) wearing face masks affects the duration of vigorous, (2) face to face teaching is still a better teaching method for learning aerobic exercise, and (3) satisfaction has shown higher in face to face teaching and lower in home-based video teaching and wearing face masks for those college students with hearing loss. This study suggests that: (1) paying attention to students' status when they participate aerobic exercise wearing face masks, (2) the video shall process in slow motion and supply clear gestures in face to face teaching on key movement, and (3) without face masks on face to face teaching is still a better teaching method while complying epidemic prevention regulations.

Abed, T. B. B. (2021). Investigating EFL students’ preferences and beliefs about online vs. face-to-face learning at Birzeit University. Journal of Theories and Research in Education, 16(3), 73-94.
Activity Alliance. (2020) Annual Disability and Activity Survey 2019/20. Retrieved from http://www.activityalliance.org.uk/how-we-help/research/5563-activity-alliance-annual-disability-and-activity-survey-january-2020
Albinet, C. T., Boucard, G., Bouquet, C. A., & Audiffren, M. (2010). Increased heart rate variability and executive performance after aerobic training in the elderly. European Journal of Applied Physiology, 109 (4), 617-624.
Alley, S., Jennings, C., Plotnikoff, R. C., & Vandelanotte, C. (2016). Web-based video-coaching to assist an automated computer-tailored physical activity intervention for inactive adults: a randomized controlled trial. Journal of Medical Internet Research, 18 (8), e5664.
Alsalamah, A. (2020). Using Captioning Services With Deaf and Hard of Hearing Students in Higher Education. American Annals of the Deaf, 165(1), 114-127.
Angevaren, M., Vanhees, L., Wendel-Vos, W., Verhaar, H. J., Aufdemkampe, G., Aleman, A., & Verschuren, W. M. (2007). Intensity, but not duration, of physical activities is related to cognitive function. European Journal of Preventive Cardiology, 14 (6), 825-830.
Barboza, C. F. S., Ramos, A. S. L., Abreu, P. A., & Castro, H. C. (2019). Physical Education: adaptations and benefits for deaf students. Creative Education, 10(04), 714.
Bassette, L., Titus‐Dieringer, S., Zoder‐Martell, K., & Cremeans, M. (2020). The use of video‐based instruction to promote independent performance of physical activity skills in students with developmental disabilities in a school and community setting. Psychology in the Schools, 57 (9), 1439-1456.
Beard, J. G., & Ragheb, M. G. (1983). Measuring leisure motivation. Journal of Leisure Research, 15 (3), 219-228.
Bellini, S., & Akullian, J. (2007). A meta-analysis of video modeling and video self-modeling interventions for children and adolescents with autism spectrum disorders. Exceptional Children, 73 (3), 264-287.
Bouazizi, M., Azaiez, F., & Boudhiba, D. (2014). Effects of learning by video modeling on gymnastic performances among Tunisian students in the second year of secondary level. Journal of Sports and Physical Education, 1 (5), 05-08.
Bouzas, S., Martínez-Lemos, R. I., & Ayán, C. (2019). Effects of exercise on the physical fitness level of adults with intellectual disability: A systematic review. Disability and Rehabilitation, 41 (26), 3118-3140.
Bruce, H., Lai, L., Bherer, L., Lussier, M., Onge, N. S.-., & Li, K. Z. (2019). The effect of simultaneously and sequentially delivered cognitive and aerobic training on mobility among older adults with hearing loss. Gait and Posture, 67, 262-268.
Cai, M., & Zou, Z. (2016). Effect of aerobic exercise on blood lipid and glucose in obese or overweight adults: a meta-analysis of randomised controlled trials. Obesity Research and Clinical Practice, 10 (5), 589-602.
Chang, Y.-K., Labban, J. D., Gapin, J. I., & Etnier, J. L. (2012). The effects of acute exercise on cognitive performance: a meta-analysis. Brain Research, 1453, 87-101.
Charlop-Christy, M. H., Le, L., & Freeman, K. A. (2000). A comparison of video modeling with in vivo modeling for teaching children with autism. Journal of Autism and Developmental Disorders, 30 (6), 537-552.
Chiu, C.-H., Ko, M.-C., Wu, L.-S., Yeh, D.-P., Kan, N.-W., Lee, P.-F., . . . Ho, C.-C. (2017). Benefits of different intensity of aerobic exercise in modulating body composition among obese young adults: a pilot randomized controlled trial. Health and Quality of Life Outcomes, 15 (1), 1-9.
Chow, D. H., Cheng, W. H., & Tam, S. S. (2020). A video-based classification system for assessing locomotor skills in children. Journal of Sports Science and Medicine, 19 (3), 585.
Church, T. S., Earnest, C. P., Skinner, J. S., & Blair, S. N. (2007). Effects of different doses of physical activity on cardiorespiratory fitness among sedentary, overweight or obese postmenopausal women with elevated blood pressure: a randomized controlled trial. The Journal of the American Medical Association, 297 (19), 2081-2091.
Cicone, Z. S., Holmes, C. J., Fedewa, M. V., MacDonald, H. V., & Esco, M. R. (2019). Age-based prediction of maximal heart rate in children and adolescents: A systematic review and meta-analysis. Research Quarterly for Exercise and Sport, 90 (3), 417-428.
Costado Dios, M. T., & Piñero Charlo, J. C. (2021). Face-to-face vs. e-learning models in the COVID-19 era: Survey research in a spanish university. Education Sciences, 11(6), 293.
Crawford, D. W., & Godbey, G. (1987). Reconceptualizing barriers to family leisure. Leisure Sciences, 9 (2), 119-127.
Delextrat, A., & Neupert, E. (2016). Physiological load associated with a Zumba® fitness workout: a comparison pilot study between classes and a DVD. Journal of Sports Sciences, 34 (1), 47-55.
Downs, J. A., Bebbington, A., Jacoby, P., Msall, M. E., McIlroy, O., Fyfe, S., ... & Leonard, H. (2008). Gross motor profile in Rett syndrome as determined by video analysis. Neuropediatrics, 39 (04), 205-210.
Dursun, O. B., Erhan, S. E., Ibiş, E. Ö., Esin, I. S., Keleş, S., Şirinkan, A., . . . Beyhun, N. E. (2015). The effect of ice skating on psychological well-being and sleep quality of children with visual or hearing impairment. Disability and Rehabilitation, 37 (9), 783-789.
Engel-Yeger, B., & Hamed-Daher, S. (2013). Comparing participation in out of school activities between children with visual impairments, children with hearing impairments and typical peers. Research in Developmental Disabilities, 34 (10), 3124-3132.
Ferri Marini, C., Sisti, D., Leon, A. S., Skinner, J. S., Sarzynski, M. A., Bouchard, C., ... & Lucertini, F. (2021). HRR and VO2R Fractions Are Not Equivalent: Is It Time to Rethink Aerobic Exercise Prescription Methods? Medicine and Science in Sports and Exercise, 53 (1), 174–182.
Ferrara, C. M., Bennett, L., Chenette, E., Contreras, C. D., LeBlanc, J., Martin, A., & Vraibel, J. (2015). Self-selected exercise intensity using two fitness apps. Journal of Exercise Physiology, 18, 1-7.
Firth, J., Stubbs, B., Rosenbaum, S., Vancampfort, D., Malchow, B., Schuch, F., . . . Yung, A. R. (2017). Aerobic exercise improves cognitive functioning in people with schizophrenia: a systematic review and meta-analysis. Schizophrenia Bulletin, 43 (3), 546-556.
Fuller, D., Colwell, E., Low, J., Orychock, K., Tobin, M. A., Simango, B., ... & Taylor, N. G. (2020). Reliability and validity of commercially available wearable devices for measuring steps, energy expenditure, and heart rate: systematic review. JMIR mHealth and uHealth, 8 (9), e18694.
Garber, C. E., Blissmer, B., Deschenes, M. R., Franklin, B. A., Lamonte, M. J., Lee, I.-M., . . . Swain, D. P. (2011). Quantity and quality of exercise for developing and maintaining cardiorespiratory, musculoskeletal, and neuromotor fitness in apparently healthy adults: guidance for prescribing exercise. Medicine and Science in Sports and Exercise, 43(7), 1334-1359.
Gellish, R. L., Goslin, B. R., Olson, R. E., McDONALD, A., Russi, G. D., & Moudgil, V. K. (2007). Longitudinal modeling of the relationship between age and maximal heart rate. Medicine and Science in Sports and Exercise, 39 (5), 822-829.
Gispen, F. E., Chen, D. S., Genther, D. J., & Lin, F. R. (2014). Association between hearing impairment and lower levels of physical activity in older adults. Journal of the American Geriatrics Society, 62 (8), 1427-1433.
Gorostegi-Anduaga, I., Corres, P., MartinezAguirre-Betolaza, A., Pérez-Asenjo, J., Aispuru, G. R., Fryer, S. M., & Maldonado-Martin, S. (2018). Effects of different aerobic exercise programmes with nutritional intervention in sedentary adults with overweight/obesity and hypertension: EXERDIET-HTA study. European Journal of Preventive Cardiology, 25 (4), 343-353.
Gothe, N. P., Wójcicki, T. R., Olson, E. A., Fanning, J., Awick, E., Chung, H. D., . . . McAuley, E. (2015). Physical activity levels and patterns in older adults: the influence of a DVD-based exercise program. Journal of Behavioral Medicine, 38 (1), 91-97.
Grote, H., Izagaren, F., & Jackson, E. (2021). The experience of D/deaf healthcare professionals during the coronavirus pandemic. Occupational Medicine, 71(4-5), 196-203.
Hargan, J., Combet, E., Dougal, P., McGowan, M., Lumsden, M. A., & Malkova, D. (2020). Efficacy of a Culture-Specific Dancing Programme to Meet Current Physical Activity Recommendations in Postmenopausal Women. International Journal of Environmental Research and Public Health, 17 (16), 5709.
Haskell, W. L., Lee, I.-M., Pate, R. R., Powell, K. E., Blair, S. N., Franklin, B. A., . . . Bauman, A. (2007). Physical activity and public health: updated recommendation for adults from the American College of Sports Medicine and the American Heart Association. Circulation, 116 (9), 1081.
He, L., He, C., Reynolds, T. L., Bai, Q., Huang, Y., Li, C., . . . Chen, Y. (2021). Why do people oppose mask wearing? A comprehensive analysis of US tweets during the COVID-19 pandemic. Journal of the American Medical Informatics Association, 28(7), 1564-1573.
Hidrus, A., Kueh, Y. C., Norsaádah, B., Chang, Y.-K., Hung, T.-M., Naing, N. N., & Kuan, G. (2020). Effects of brain breaks videos on the motives for the physical activity of Malaysians with type-2 diabetes mellitus. International Journal of Environmental Research and Public Health, 17 (7), 2507.
Jarraya, M., Rekik, G., Belkhir, Y., Chtourou, H., Nikolaidis, P. T., Rosemann, T., & Knechtle, B. (2019). Which presentation speed is better for learning basketball tactical actions through video modeling examples? The influence of content complexity. Frontiers in Psychology, 10, 2356.
Jesus, J. P., Gomes, M., Dias‐Gonçalves, A., Correia, J. M., Pezarat‐Correia, P., & Mendonca, G. V. (2022). Effects of surgical masks on the responses to constant work‐rate cycling performed at different intensity domains. Clinical Physiology and Functional Imaging, 42(1), 43-52.
Johnson, W., Mortensen, E. L., & Kyvik, K. O. (2020). Gene–Environment Interplay Between Physical Exercise and Fitness and Depression Symptomatology. Behavior Genetics, 50 (5), 346–362.
Kok, M., Komen, A., van Capelleveen, L., & van der Kamp, J. (2020). The effects of self-controlled video feedback on motor learning and self-efficacy in a Physical Education setting: An exploratory study on the shot-put. Physical Education and Sport Pedagogy, 25 (1), 49-66.
Komaris, D.-S., Tarfali, G., O’Flynn, B., & Tedesco, S. (2022). Unsupervised IMU-based evaluation of at-home exercise programmes: a feasibility study.Sports Science, Medicine and Rehabilitation, 14(1), 1-12.
Lam, L. C., Chau, R. C., Wong, B. M., Fung, A. W., Tam, C. W., Leung, G. T., . . . Chan, W. M. (2012). A 1-year randomized controlled trial comparing mind body exercise (Tai Chi) with stretching and toning exercise on cognitive function in older Chinese adults at risk of cognitive decline. Journal of the American Medical Directors Association, 13 (6), 515-568.
Li, R., Fu, H., Zheng, Y., Lo, W.-L., Jane, J. Y., Sit, C. H., . . . Wen, D. (2019). Automated fine motor evaluation for developmental coordination disorder. Transactions on Neural Systems and Rehabilitation Engineering, 27 (5), 963-973.
Lynn, M. A., Templeton, D. C., Ross, A. D., Gehret, A. U., Bida, M., Sanger, T. J., & Pagano, T. (2020). Successes and challenges in teaching chemistry to deaf and hard-of-hearing students in the time of COVID-19. Journal of Chemical Education, 97(9), 3322-3326.
Macpherson, K., Charlop, M. H., & Miltenberger, C. A. (2015). Using portable video modeling technology to increase the compliment behaviors of children with autism during athletic group play. Journal of Autism and Developmental Disorders, 45 (12), 3836-3845.
McDonough, D. J., Helgeson, M. A., Liu, W., & Gao, Z. (2022). Effects of a remote, YouTube-delivered exercise intervention on young adults’ physical activity, sedentary behavior, and sleep during the COVID-19 pandemic: Randomized controlled trial. Journal of Sport and Health Science, 11(2), 145-156.
Medicographia. (2009). Recommendations on how to measure resting heart rate. Retrieved from https://www.medicographia.com/2010/07/recommendations-on-how-to-measure-resting-heart-rate/
Mikkola, T. M., Polku, H., Portegijs, E., Rantakokko, M., Tsai, L.-T., Rantanen, T., & Viljanen, A. (2016). Self-reported hearing is associated with time spent out-of-home and withdrawal from leisure activities in older community-dwelling adults. Aging Clinical and Experimental Research, 28 (2), 297-302.
Mikkola, T. M., Portegijs, E., Rantakokko, M., Gagné, J.-P., Rantanen, T., & Viljanen, A. (2015). Association of self-reported hearing difficulty to objective and perceived participation outside the home in older community-dwelling adults. Journal of Aging and Health, 27 (1), 103-122.
Ng, Y.-L., Ma, F., Ho, F. K., Ip, P., & Fu, K.-w. (2019). Effectiveness of virtual and augmented reality-enhanced exercise on physical activity, psychological outcomes, and physical performance: A systematic review and meta-analysis of randomized controlled trials. Computers in Human Behavior, 99, 278-291.
Norton, K., Norton, L., & Sadgrove, D. (2010). Position statement on physical activity and exercise intensity terminology. Journal of Science and Medicine in Sport, 13 (5), 496-502.
Obrusnikova, I., & Rattigan, P. J. (2016). Using video-based modeling to promote acquisition of fundamental motor skills. Journal of Physical Education, Recreation & Dance, 87 (4), 24-29.
Oviedo, G. R., Guerra-Balic, M., Baynard, T., & Javierre, C. (2014). Effects of aerobic, resistance and balance training in adults with intellectual disabilities. Research in Developmental Disabilities, 35 (11), 2624-2634.
Pasadyn, S. R., Soudan, M., Gillinov, M., Houghtaling, P., Phelan, D., Gillinov, N., ... & Desai, M. Y. (2019). Accuracy of commercially available heart rate monitors in athletes: A prospective study. Cardiovascular Diagnosis and Therapy, 9 (4), 379.
Pau, M., Leban, B., Collu, G., & Migliaccio, G. M. (2014). Effect of light and vigorous physical activity on balance and gait of older adults. Archives of Gerontology and Geriatrics, 59 (3), 568-573.
Pimenta, T., Tavares, H., Ramos, J., Oliveira, M., Reis, D., Amorim, H., & Rocha, A. (2021). Facemasks during aerobic exercise: Implications for cardiac rehabilitation programs during the Covid-19 pandemic. Revista Portuguesa de Cardiologia, 40(12), 957-964.
Poon, E. T.-C., Zheng, C., & Wong, S. H.-S. (2021). Effect of wearing surgical face masks during exercise: Does intensity matter? Frontiers in Physiology, 2151.
Potdevin, F., Vors, O., Huchez, A., Lamour, M., Davids, K., & Schnitzler, C. (2018). How can video feedback be used in physical education to support novice learning in gymnastics? Effects on motor learning, self-assessment and motivation. Physical Education and Sport Pedagogy, 23 (6), 559-574.
Reich, L. M., & Lavay, B. (2009). Physical Education and Sport Adaptations for Students Who Are Hard of Hearing. Journal of Physical Education, Recreation and Dance, 80(3), 38.
Ruiz, J. P. M., Rubio-Arias, J. Á., Clemente-Suarez, V. J., & Ramos-Campo, D. J. (2020). Effectiveness of Training Prescription Guided by Heart Rate Variability Versus Predefined Training for Physiological and Aerobic Performance Improvements: A Systematic Review and Meta-Analysis. Applied Sciences, 10 (23), 8532.
Ruzicka, I., & Milova, J. (2019). Increasing the Efficiency of Motor Learning with the Help of Video Analysis. Cypriot Journal of Educational Sciences, 14 (4), 723-730.
Sasyniuk, T. M., Mohtadi, N. G., Hollinshead, R. M., Russell, M. L., & Fick, G. H. (2007). The inter-rater reliability of shoulder arthroscopy. Arthroscopy: The Journal of Arthroscopic and Related Surgery, 23 (9), 971-977.
Schafer, E. C., Dunn, A., & Lavi, A. (2021). Educational Challenges During the Pandemic for Students Who Have Hearing Loss. Language, Speech, and Hearing Services in Schools, 52(3), 889-898.
Scheid, J. L., Edwards, C., Seils, M., & West, S. L. (2022). Perceived Exertion during Moderate and Vigorous Physical Activity While Mask Wearing: A Quantitative and Qualitative Pilot Study. International Journal of Environmental Research and Public Health, 19(9), 5698.
Schneekloth, B., & Brown, G. A. (2018). Comparison of physical activity during zumba with a human or video game instructor. International Journal of Exercise Science, 11(4), 1019.
Shaw, K. A., Zello, G. A., Butcher, S. J., Ko, J. B., Bertrand, L., & Chilibeck, P. D. (2021). The impact of face masks on performance and physiological outcomes during exercise: A systematic review and meta-analysis. Applied Physiology, Nutrition, and Metabolism, 46(7), 693-703.
Silberstein, L. R., Striegel-Moore, R. H., Timko, C., & Rodin, J. (1988). Behavioral and psychological implications of body dissatisfaction: Do men and women differ? Sex Roles, 19 (3), 219-232.
Sport England. (2021) Active Lives Online [Online data library]. Retrieved from https://activelives.sportengland.org/
Sports Value.（2020）. COVID-19 Economic Impact on Sports Industry. Retrieved from https://www.sportsvalue.com.br/en/estudos/covid-19-economic-impact-on-sports-industry/
Swain, D. P., & Franklin, B. A. (2006). Comparison of cardioprotective benefits of vigorous versus moderate intensity aerobic exercise. The American Journal of Cardiology, 97 (1), 141-147.
The American College of Sports Medicine. (2019) Worldwide Survey of Fitness Trends for 2020. Retrieved from https://journals.lww.com/acsm-healthfitness/fulltext/2019/11000/worldwide_survey_of_fitness_trends_for_2020.6.aspx
Tisdell, C., & Loch, B. (2017). How useful are closed captions for learning mathematics via online video? International Journal of Mathematical Education in Science and Technology, 48 (2), 229-243.
Trabelsi, O., Gharbi, A., Souissi, M. A., Mezghanni, N., Bouchiba, M., & Mrayeh, M. (2022). Video modeling examples are effective tools for self-regulated learning in physical education: Students learn through repeated viewing, self-talk, and mental rehearsal. European Physical Education Review, 28(2), 341-360.
Tsimaras, V. K., Kyriazis, D. A., Christoulas, K. I., Fotiadou, E. G., Kokaridas, D. G., & Angelopoulou, N. A. (2010). The effect of a traditional dance training program on the physical fitness of adults with hearing loss. The Journal of Strength and Conditioning Research, 24 (4), 1052-1058.
Yu, C.-H., Wu, C.-C., Wang, J.-S., Chen, H.-Y., & Lin, Y.-T. (2020). Learning tennis through video-based reflective learning by using motion-tracking sensors. Journal of Educational Technology and Society, 23(1), 64-77.
U.S. Department of Health and Human Services. (2018). Physical Activity Guidelines for Americans, 2nd edition. Retrieved from https://health.gov/sites/default/files/2019-09/Physical_Activity_Guidelines_2nd_edition.pdf
Van Waelvelde, H., Vanden Wyngaert, K., Mariën, T., Baeyens, D., & Calders, P. (2020). The relation between children's aerobic fitness and executive functions: A systematic review. Infant and Child Development, 29 (3), 1-30.
Walowska, J., Bolach, B., & Bolach, E. (2018). The influence of Pilates exercises on body balance in the standing position of hearing impaired people. Disability and Rehabilitation, 40 (25), 3061-3069.
World Health Organization. (2001). International Classification of Functioning, Disability and Health. Retrieved from https://www.who.int/docs/default-source/classification/icf/icfchecklist.pdf?sfvrsn=b7ff99e9_4
Xiong, X., Zhu, L.-N., Dong, X.-x., Wang, W., Yan, J., & Chen, A.-G. (2018). Aerobic exercise intervention alters executive function and white matter integrity in deaf children: A randomized controlled study. Neural Plasticity, 2018.
Yu, C.-H., Wu, C.-C., Wang, J.-S., Chen, H.-Y., & Lin, Y.-T. (2020). Learning tennis through video-based reflective learning by using motion-tracking sensors. Journal of Educational Technology and Society, 23 (1), 64-77.
Zaccagnini, K. J. (2005). How physical education teacher education majors should be prepared to teach students with hearing loss: A national needs assessment. American Annals of the Deaf, 150(3), 273-282.
Zhu, Y., Zhong, Q., Ji, J., Ma, J., Wu, H., Gao, Y., . . . Wang, T. (2020). Effects of aerobic dance on cognition in older adults with mild cognitive impairment: a systematic review and meta-analysis. Journal of Alzheimer's Disease, 74 (2), 679-690.
Zimmer, P., Stritt, C., Bloch, W., Schmidt, F.-P., Hübner, S. T., Binnebößel, S., . . . Oberste, M. (2016). The effects of different aerobic exercise intensities on serum serotonin concentrations and their association with Stroop task performance: a randomized controlled trial. European Journal of Applied Physiology, 116 (10), 2025-2034.
Zivkovic Marinkov, E. M., Rancic, N. K., Milisavljevic, D. R., Stankovic, M. D., Milosevic, V. D., Malobabic, M. M., . . . Stojanovic, J. D. (2022). Impact of Sensorineural Hearing Loss during the Pandemic of COVID-19 on the Appearance of Depressive Symptoms, Anxiety and Stress. Medicina, 58(2), 233.
 
中文部分

中華職棒（2020）：全球關注 中華職棒將於8日起開放球迷進場觀賽。取自http://www.cpbl.com.tw/news/view/20300.html?&news=20300
王淑貞 (2018)：驗證影片示範教學三級介入由上至下模式：以一位自閉症幼兒參與體能遊戲之成效為例。（未出版）。國立臺灣師範大學特殊教育學系碩士在職專班論文，台北。
王慧婷 (2013)：影片示範教學於教導患有自閉症學生的介紹與應用. 特殊教育季刊 (126)，9-16。
王慧婷　 (2016)：初級影片示範教學教導自閉症幼兒生活自理技能之研究: 以洗手為例。特殊教育研究學刊，41 (1)，33-62。
王韻準、林作慶　 (2019)：聽覺障礙者休閒運動動機對休閒運動阻礙之研究。運動休閒餐旅研究，14 (2)，1-14。
台灣亞瑟士（2020）：ASICS WORLD EKIDEN亞瑟士全馬團隊挑戰賽 邀你組隊點燃線上戰火。運動星球。取自https://www.sportsplanetmag.com/article/desc/200006016
朱經明、顏新銓 (2015)：情境式基模化影片輔助學習障礙學生解多步驟代數文字題成效研究。國立臺灣科技大學人文社會學報，11 (2)， 81-104。
朱經明 (2008)：基模化電腦影片及動畫對聽障學生解算術金錢應用文字題成效之研究。特殊教育學報 (27)，31-52。
何晨瑋（2020）：今年漲超過200％！「健身界的Netflix」Peloton讓你家變健身房。遠見。取自https://www.gvm.com.tw/article/74848
吳正己（2020）：本校說明學生確診病例之後續處置。師大新聞。取自http://pr.ntnu.edu.tw/news/index.php?mode=data&id=19175&keywords=%E7%A2%BA%E8%A8%BA
身心障礙及資賦優異學生鑑定辦法（2013）：中華民國九十一年五月九日教育部（91）台參字第 91063444 號令訂定。
林宛萱 (2020)：線上遠距教學於舞蹈課程之因應策略。舞蹈教育，(18)，65-79。
林季燕、季力康 (2003)：運動動機量表之編製—信度與效度分析。臺灣運動心理學報， (2)，15-32。
林智娟 (2013)：影片示範策略運用在智障學生不適當身體碰觸行為之成效。雲嘉特教期刊， (18)，41-49。
李亭儀、楊仁仁、徐志輝、張梅香 (2011)。有氧舞蹈課程滿意度量表編製之研究。運動健康休閒學報， (2)，47-57。
徐善柔、周俊良、李偉清 (2017)：高中 (職) 聽覺障礙學生運動樂趣來源之研究。文化體育學刊， (24)，99-119。
張宏亮、陳美燕、楊裕隆、王傑賢、林建勳、李俞麟 (2010)：臺灣大專校院學生運動習慣之分析。大專體育學術專刊，240-255。
張曼蘋（2020）：萬金石馬拉松確定停辦！選手保留2021年參賽資格。聯合新聞網。取自https://udn.com/news/story/7879/4373428
張蓓莉（2020）：聽覺障礙。載於吳武典等（作者），特殊教育導論（306-337頁）。新北市：心理出版社。
教育部（2013）：體育運動政策白皮書。取自https://ws.moe.edu.tw/001/Upload/3/RelFile/6315/6920/%E9%AB%94%E8%82%B2%E9%81%8B%E5%8B%95%E6%94%BF%E7%AD%96%E7%99%BD%E7%9A%AE%E6%9B%B82.pdf
教育部 (2019)：108年運動統計。取自https://www.sa.gov.tw/Resource/Ebook/637082278637540951.pdf
教育部（2020）：109年度特殊教育統計年報。取自https://www.set.edu.tw/actclass/fileshare/default.asp
教育部（2021）：三級延長 適度鬆綁　教育部規劃適度放寬社教機構、運動場館及學校操場等場域。取自https://cpd.moe.gov.tw/page_two.php?id=34988
許柏仁、陳張榮 (2009)：聽覺障礙者參與休閒運動之現況。大專體育 (104)，53-58。
許柏仁 (2009)：聽覺障礙學生身體活動之研究-以啟聰學校為例。（未出版）。國立體育大學適應體育學系碩士班論文。桃園。
許瀞分、涂婷芳、柯鳳娟、莊素貞 (2015)：影片示範教學對提升中度智能障礙兒童摺棉被能力之個案研究。特殊教育發展期刊， (60)，27-37。
陳衣帆 (2012)：全國身心障礙者休閒運動參與現況之調查分析。休閒研究，4 (3)，1-13。
陳勇祥、林玉霞 (2018)：身心障礙學生就讀大學校院遭遇之問題與困境。雲嘉特教期刊， (28)，15-21。
陳昭珍（2020）：全校各系所4/6～4/17採取遠距教學。師大新聞。　取自http://pr.ntnu.edu.tw/news/index.php?mode=data&id=19181&keywords=%E9%81%A0%E8%B7%9D
陳瑞辰 (2018)：臺灣師範校院學生體育課程滿意度、休閒運動態度與休閒運動參與之研究。（未出版）。國立臺灣師範大學體育系博士班論文。台北。
項家麟（2020）：喬山健身魔鏡 創造居家智慧健身新概念。經濟日報。取自https://money.udn.com/money/story/5720/4969288
黃富順、吳昇光（2006）：弱勢族群與運動。行政院體育委員會委託研究報告（編號：Sac-Res-095-001）。臺北市：行政院體育委員會。
新北市政府（2020）：全面防範新冠病毒！侯友宜宣布新北市公有封閉型場館暫停開放2週。取自https://www.ntpc.gov.tw/ch/home.jsp?id=e8ca970cde5c00e1&dataserno=ddca93bfc98562d8a53cfa9b7cf477e3
楊雨涵、陳渝苓（2011）：雙重困境：女性身心障礙者參與運動的阻礙與契機。 大專體育， (112)， 8-15。
蔡育佑 (2006)：聽覺障礙學生體育課滿意度量表驗證式分析之研究。特殊教育學報， (23)，185-200。
衛生福利部（2016）：105年身心障礙者生活狀況及需求調查報告 (第二冊_統計結果表).pdf。取自https://dep.mohw.gov.tw/dos/cp-1770-3599-113.html
衛生福利部（2020）：2月6日起全中國大陸 (含港澳)列二級以上流行地區，居住中國大陸各省市陸人暫緩入境。取自https://www.cdc.gov.tw/Category/ListContent/EmXemht4IT-IRAPrAnyG9A?uaid=d8IEMvgt20oaB7rIu8ygaQ
衛生福利部 (2020)：身心障礙者人數按類別及年齡別分。取自https://dep.mohw.gov.tw/dos/cp-2976-13825-113.html
衛生福利部 (2021)：指揮中心延長全國疫情警戒第三級至7月26日止，嚴守社區防線，並自7月13日起適度鬆綁部分措施。取自：https://www.cdc.gov.tw/Bulletin/Detail/aiGegg4ncYmMP9dTx4W_Zw?typeid=9
鍾易廷、王瑱瑄 (2016)：大專校院聽覺障礙學生休閒運動參與現況及阻礙之分析。健康促進與衛生教育學報，46，67-91。
藍孝勤、王炫智、陳五洲 (2010)：多媒體輔助教學對大專生八式太極拳學習效果之影響。體育學報，43 (3)，109-125。