本研究之主要目的在探討智能障礙學生，經由不同視覺環境之平衡木及跑步機訓練後，對其動態平衡表現之影響。受試者為就讀中學之智障游泳選手八名，隨機分派為張眼組與矇眼組二組。受試者在訓練之前先進行張眼及矇眼之各項平衡動作測驗，包括平衡木張眼前進、張眼後退、矇眼前進及矇眼後退等四項測驗。前測之後立即進行五天、每天六十分鐘之平衡木及跑步機步行訓練，於練習第二天及第五天後隔天進行中測及後測。測驗內容包括四項平衡木測驗之完成距離、平均速度及平均步距等三項。所得結論如下：1、各項平衡木測驗之完成距離受訓練日數因子影響，說明平衡能力可經由後天訓練獲得改善。2、矇眼組因視覺被遮蔽，採用較小步距之穩定策略；而張眼組依賴視覺，在動作速度較快但不穩定。3、張眼後退、矇眼前進及矇眼後退之完成距離受視覺分組因子影響，說明矇眼組較張眼組習得較穩定的動作型態，除了完成距離增長之外，矇眼組也發展出較小的步距及較慢的步速。4、視覺遮蔽似乎可以使動作速度變慢而趨於穩定，幫助智能障礙學生應用更穩定之動作策略，視覺與平衡動作表現十分密切，在應用上不需昂貴的器材且易於實施，期望未來有更多教育者與研究者深入研究與探討。

The purpose of this research is to investigate the role of vision in balance training for students with mental retardation. The subjects included 8 students ranging from 13 to 15 years of age. Before training, each subject had to be examined with the following tests under full-vision and no-vision condition walking forward and backward on the balance beam. After pre-test, each subject was assigned to a vision or no-vision training group. Each group had 5 days training session with balance beam walking and trendmill walking. The mid-test and final-test was held on the 3rd and 7th day after the training had started. Testing items included the distance, the speed and the step distance. The conclusion is as following: 1.After training, the full-vision and no-vision group shows significant differences in distance, it is the evidence that balance performance could be improved after physical training. 2.No-vision group took slower and steady walking strategy and the full-vision group relied on vision and use the fast but unstable movement strategy. 3.Walking backward with full-vision, walking forward with no-vision, walking backward with no-vision are effect by vision condition. No-vision group take slower and shooter step of distance. 4.No-vision training seems help students improving their movement stability. It is an inexpensive and easy way to practice under different visual conditions. Hopefully more researches and teaching strategies of this kind will be done in the future.

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