Publication:

表現獲知內容對排球低手傳接球動作學習的影響

本研究主要目的是透過不同表現獲知的給予，探討排球低手傳接球的學習效應。研究召募40名自願高中生為實驗參與者（男生20名、女生20名），其平均年齡為16.3 ± 0.9歲、平均身高164.8 ± 6.5公分、平均體重60.4 ± 11.9公斤，隨機分派到正確動作內容回饋組及修正動作內容回饋組。實驗參加者進行2天共120次的排球低手對牆擊球動作練習，每15次試作區間的試作後，提供正確動作保留測驗或修正動作回饋組每試作區間的正確動作訊息或修正動作訊息。在獲得期前、獲得期10分鐘後與獲得期24小時後，進行1分鐘對牆低手傳接球的同質性測驗、立即保留測驗與延遲保留測驗。實驗所得數據，以混合設計二因子變異數分析，考驗各組別的學習表現。結果發現正確動作回饋組，獲得期的動作表現得分，優於修正動作回饋組；另外，對牆擊球次數的學習效果，在兩項保留測驗中，也均顯示正確動作回饋組的動作表現優於修正動作回饋組（ps < .05）。研究顯示，正確動作回饋訊息，可以強化動作學習者正確的動作執行知覺，促進了排球低手傳接球的學習成效，是以正確動作的表現獲知為表現變項，也是學習變項。

The purpose of this study was to investigate the learning effect of the various information of knowledge of performance (KP) in volleyball forearm pass. Forty volunteer high school students, 20 male and 20 female, were assigned randomly to the group of error-related information and the group of correct-related information. Their mean age, mean height, and mean weight were 16.3 ± 0.9 years old, 164.8 ± 6.5 cm, and 60.4 ± 11.9 kg, respectively. The acquisition phase was two days of 120 trials in total of volleyball forearm pass to wall. Fifteen trials was a block. After every block, participants took break for five minutes and received the information of error-related KP or correct-related KP. After 120 trials practice of acquisition phase, there were immediate retention test and delay retention test of the volleyball forearm pass to wall for one minute continually following ten minutes and one day later of acquisition phase respectively. The times of the volleyball to the target on wall was adopted to examine the statistical difference of experimental groups through the 2 (groups)  2 (immediate or delay) mixed-design two way ANOVA ( = .05). The results showed that the skill scores of the group of correct-related information were higher than the group of error-related information during the acquisition phase significantly. The learning effects of two retention tests were showed the group of correct-related information better than error-related information (ps < .05). It indicated that the correct-related information could reinforce the movement perception of the performance for the learner to benefit the volleyball forearm pass learning. To provide the correct-related information of KP is not only the performance variable but also the learning variable.