本研究旨在探討應用跨理論模式設計的身體活動教育介入對國中學生身體活動知識、身體活動階段改變、身體活動、自我效能、知覺障礙、知覺利益、態度及改變方法的影響。本研究為準實驗設計（Quasi- experimental study）採不相等實驗對照組前後測設計，介入前兩組實施前測，介入後實施後測，間隔3個月實施後後測。本研究採立意取樣臺北巿二所公立國民中學，各抽取五個班為實驗組與對照組，實驗組113人，對照組128人。實驗組接受八週八節課的教育介入，對照組則不給予任何介入措施。研究者運用行為改變過程設計符合各行為改變階段的身體活動教育介入措施，內容包括改善身體活動知識、知覺障礙、知覺利益、自我效能、改變方法與態度的教學策略,例如講述法、小組討論、價值澄清、個人分享、角色扮演、影片、練習、填寫學習單以及小組競賽等活動，並發給實驗組身體活動學習教材。
本研究以廣義估計方程式(GEE)進行統計分析，研究結果顯示，應用跨理論模式於國中學生身體活動介入，具有良好成效。主要結果如下：介入後經GEE的時間與組別交互作用分析，實驗組後測在身體活動、身體活動知識、知覺障礙、改變方法與身體活動態度均顯著優於對照組(p<.05)。介入後經GEE的時間與組別交互作用分析，實驗組後後測在階段改變、身體活動量、身體活動知識、知覺障礙、自我效能與改變方法均顯著優於對照組
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(p<.05)。然而，介入後經GEE的時間與組別交互作用分析，實驗組後測與後後測的身體活動利益均未呈現顯著差異(p＞.05)。
根據本研究結果提出各級學校推廣學生身體活動教學時，在實務工作及未來研究上的建議，包括教導身體活動知識、依據階段改變採用適配的改變方法，並且應用降低知覺障礙、提升知覺利益、自我效能與身體活動態度的教學策略。同時，宜提供良好的身體活動環境，以及家長與教師的援助關係與外在資源。藉此以達到提升學生身體活動知識、階段改變、知覺利益、自我效能、身體活動態度、身體活動與降低知覺障礙的目的。

The main purpose of this study was to analyze the effects of a physical activity education program on the stages of change, physical activity, knowledge of physical activity, perceived barriers and perceived benefits, self-efficacy, processes of change, and attitudes toward physical activity among the Taipei Municipal junior high school students.
This study adopted the quasi-experiment design and the samples filled out three wave questionnaire, including pre-test, post-test, and post post-test (3 month later). Two Taipei Municipal junior high schools were purposively selected as the study schools. The total effective number of the experimental group was 113, with the control group being 128. The experimental group participated eight-week, eight sessions physical activity education program, while the control group didn’t take any course.
The study used the processes of change and stages of change to design the physical activity education intervention. The teaching strategy included narrating, group discussion, value clarification, individual sharing, role play, video, exercise, worksheet and group contest. Besides, the experimental group received physical activity teaching materials as well.
GEE analysis was used to estimate the effects of physical activity education intervention. This study found that the intervention had a positive effect of
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physical activity behavior among the junior high school students. The main findings were as follows : (1)After interactions with groups over time, the two groups showed statistically significant difference (p<.05) on post-test on physical activity, knowledge of physical activity, perceived barriers of physical activity, processes of change, and attitudes toward physical activity. (2)After interactions with groups over time, the two groups showed statistically significant difference (p< .05) on post post-test of stages of change, physical activity, knowledge of physical activity, perceived barriers of physical activity, self-efficacy, and processes of change. (3)the two groups didn’t show statistically significant difference (p＞.05) on post-test and post post-test on perceived benefits of physical activity. Totally, the experimental group was significantly better than control group on variables mentioned above.
According to the study findings, it is suggested that the Transtheoretical Model could be used to design the physical activity education program for the junior high school students. Schools should provide proper physical activity environment and get parents and teachers involved in physical activity program.

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