本研究目的是探討創造性舞蹈教學活動和肌肉知覺活動是否能增進國中智障學生靜態和動態平衡的能力。研究對象是台北市雙圈圈中和華江團中36名1-3年紋，年齡13-17歲，輕、中度智能不足學生，其中華江國中12名，平均智 商60.5'為控制鈕，雙囡囡中，24名隨機分派二鈕，一組實施創造性舞蹈活 動，平均智商60.8'一但實施肌肉知覺活動，平均智商61.5'實驗9且每週實施，活動二次，每次二十五分鐘，為期八週'各組受試者皆施以Bass的平衡棒單足縱立之靜態平衡前測和後測，平衡木上行走的動態平衡前測、後測，以各組前測考驗平衡能力之均質性後，採單因子變異數分析和杜凱法事後比較進行統計分析，所得結論為:1.肌肉知覺活動可以增進園中智障學生靜態平衡的能力。2.肌肉知覺活動和創造性舞蹈教學活動，都無增進國中智障學生動態平 衡的能力。3.創造性舞蹈教學和肌肉串口覺活動在增進國中智障學生平衡能力上有差 異，創造性舞蹈教學無法在短期內有效的改善國中智障學生靜態或動態平衡能力。可見平衡對園中智障學生而言一項特殊的運動技能，但靜態平衡能力仍可藉活動來加以改善。

The purpose of this study was to investigate whether creative dance and kinesthetic actions for mentally retarded adolescents (MRAs) could improve their static and dynamic balance ability. Thirty-six junior mentally retarded high school students were randomly assigned to one of three treatment groups: Creative dance， kinesthetic action， and control group. Each treatment session was 25 minutes， and was presented twice a week for over eight weeks. The Bass Stick Test (static balance) and Balancebeam Walk (dynamic balance) were used to evaluate balance ability before and after the experiment. One-way ANOVA and Tukey's method was used for data analysis. The results indicated that: 1.The kinestetic actions can improve the static balance ability for MRAs. 2. The creative dance or the kinesthetic actions can not improve the dynamic balance ability for MRAs. 3. The kinesthetic actions was better than the creative dance for improving balance ability of MRAs in a short time period. It can be concluded that the balance ability of mentally retarded adolescents maybe a specific motor skill， and the static balance ability can be improved by body actIOn.