Publication:
回饋內容與特定範圍回饋對兒童的動作學習效應

Simple item page
dc.contributor.advisor陳重佑 林靜兒
dc.contributor.advisorChen, Chung-Yu Lin, Ching-Er
dc.creator李碧柔
dc.creatorLee, Pi-Jou
dc.date2010
dc.date.accessioned2017-02-27T06:29:32Z
dc.date.accessioned2025-07-30T15:30:01Z
dc.date.available2017-02-27T06:29:32Z
dc.date.issued2017-02-27T06:29:32Z
dc.description學位類別：碩士
dc.description校院名稱：國立台灣體育大學
dc.description系所名稱：體育研究所
dc.description學號：19701117
dc.description畢業學年度：98年
dc.description論文頁數：73頁
dc.description.abstract　　本研究主要目的在於操弄回饋內容及特定範圍回饋安排，以檢驗學童對時間性動作技能的學習效應。研究以60位12.3 ± 0.3歲兒童為實驗參加者，隨機分配至二種回饋內容（整體時間、分段時間）及三種回饋安排（BW0%、BW5%、BW10%）等6個組別，進行N字形按鍵工作的練習，並要求三段動作的時間分別為200毫秒、600毫秒與400毫秒，總時間為1200毫秒。通過變異誤差、恆常誤差、絕對誤差及相對時宜誤差等變數計算後，以2 × 3 × 8與2 × 3 × 3混合設計三因子變異數分析進行統計考驗，並以Duncan法進行事後比較，顯著水準為.05。結果顯示，各組參加者在穩定性與準確性的動作表現，均隨練習量增加而改善，且特定範圍回饋安排在獲得期的恆常誤差低於每次給回饋的組別（p < .05）。5%與10%特定範圍回饋安排在保留測驗的絕對誤差也均低於每次給回饋的組別（p < .05），而分段時間回饋組別的恆常誤差顯著低於全部時間回饋組（p < .05），顯示10%特定範圍回饋安排與分段時間回饋均為有利於兒童按鍵工作的學習變項。
dc.description.abstract　　The purpose of this study was to investigate the learning effects of timing motor skill through the manipulations of content of knowledge of result (KR) and bandwidth KR in school children. Sixty participants, 12.3 ± 0.3 years old, were assigned randomly to one of groups of two KR contents (overall or segments movement time) and three bandwidth KR schedules (0, 5, or 10% bandwidth condition) to practice the pressing task of N shape in total time of 1,200ms with the segment duration of 200ms, 600ms and 400ms respectively. The variable error (VE), constant error (CE), absolute error (AE), and relative timing error (AEprop) were calculated and adopted to analyze the statistical differences in 2 × 3 × 8 and 2 × 3 × 3 mixed-design three-way ANOVAs and Duncan post-hoc test with an alpha level of .05. The results showed that six groups had the tendency to improve accuracy and stability during acquisition. The CE showed 10% BW was less significantly than 0% BW during acquisition (p < .05). During retention test, AE in 5% and 10% BW conditions were lower than 0% BW, and CE in the condition of segments movement time feedback was lower than overall (p < .05). This study indicated that 10% BW scheduling and segments movement time feedback were the learning variables to benefit children to learn the pressing task.
dc.description.tableofcontents目　次 第一章　緒論……………………………………………………………1 　第一節　問題背景……………………………………………………1 　第二節　研究目的……………………………………………………5 　第三節　研究假定與限制……………………………………………5 　第四節　名詞解釋……………………………………………………6 　第五節　研究的重要性………………………………………………8 第二章　文獻探討………………………………………………………10 　第一節　理論基礎……………………………………………………10 　第二節　回饋訊息與動作修正的關係………………………………13 　第三節　降低回饋頻率有助動作技能學習…………………………14 　第四節　特定範圍回饋的相關研究…………………………………17 　第五節　結語…………………………………………………………21 　第六節　研究假說……………………………………………………22 第三章　研究方法………………………………………………………23 　第一節　實驗參加者…………………………………………………23 　第二節　實驗器材與軟體……………………………………………23 　第三節　實驗設計……………………………………………………24 　第四節　實驗程序……………………………………………………25 　第五節　資料處理與分析……………………………………………28 第四章　結果與討論……………………………………………………30 　第一節　回饋次數的降低……………………………………………30 　第二節　動作的穩定性………………………………………………31 　第三節　動作的準確性………………………………………………33 　第四節　分段動作的準確性…………………………………………37 　第五節　綜合討論……………………………………………………39 第五章　結論與建議……………………………………………………44 　第一節　結論…………………………………………………………44 　第二節　建議…………………………………………………………44 參考文獻…………………………………………………………………46 　中文部分………………………………………………………………46 　英文部分………………………………………………………………47 　附錄……………………………………………………………………52
dc.format.extent1230734 bytes
dc.format.mimetypeapplication/pdf
dc.identifier.urihttps://ir.ntus.edu.tw/handle/987654321/70976
dc.languagezh-TW
dc.publisher體育研究所
dc.relation.isbasedon一、中文部分： 方正銘、卓俊伶（2008）。動作表現與學習的帶寬回饋及年齡效應。臺灣運動心理學報，13，21-38。 林清和（2006）。運動學習程式學。臺北縣：泰宇出版社。 卓俊伶、簡曜輝、張智惠、楊梓楣、黃麟棋（1998）。身體活動心理學與動作行為的發展概況與規劃。臺灣師大體育研究，5，117-130。 胡名霞（2006）。動作控制與動作學習。臺北市：金名出版社。 陳玉芬、卓俊伶（1998）。特定範圍結果獲知對高爾夫推桿動作之空間準確性與錯誤偵察的影響。體育學報，7，249-258。 陳美惠（2006）。結果獲知特定範圍與特定範圍內外精確程度對水平跳躍空間準確性之影響。未出版碩士論文，國立屏東教育大學，屏東縣。 張春興（1992）。張氏心理學辭典，臺北市：東華出版社。 葉俊良、卓俊伶、林靜兒、陳重佑（2007）。自我控制回饋對動作表現、學習及錯誤估計的效應。大專體育學刊，9，23-25。 二、英文部分： Adams, J. A. (1971). A closed-loop theory of motor learning. Journal of Motor Behavior, 3, 111-149. Bangert-Drowns, R. L., Kulik, C-L. C., Kulik, J. A., & Morgan, M. (1991). The instructional effect of feedback in test-like events. Review of Educational Research, 61, 213-238. Bilodeau, E. A., & Bilodeau, I. M. (1958). Variable frequency of knowledge of results and the learning of a simple skill. Journal of Experimental Psychology, 55, 379-383. Chiviacowsky, S., Wulf, G., Laroque de Medeiros, F., Kaefer, A., & Tani, G. (2008). Learning benefits of self-controlled knowledge of results in 10-years-old children. Research Quarterly for Exercise and Sport, 79, 405-410. Gable, C. D., Shea, C. H., & Wright, D. L. (1991). Summary knowledge of results. Research Quarterly for Exercise and Sport, 62, 285-292. Gallahue, D. L., & Ozmun, J. C. (2006). Understanding motor development: Infants, children, adolescents, adults (5th ed.). Singapore: McGraw-Hill. Garnahan, H., Vandervoort, A. A., & Swanson, L. R. (1996). The influence of summary knowledge of results and aging on motor learning. Research Quarterly for Exercise and Sport, 67, 280-287. Janelle, C. M., Kim, J., & Singer, R. N. (1995). Subject controlled performance feedback and learning of a closed motor skill. Perceptual and Motor Skills, 81, 627-634. Lee, T. D., & Maraj, K. V. (1994). Effects of bandwidth goals and bandwidth knowledge of results on motor learning. Research Quarterly for Exercise and Sport, 65,244-249. Lai, Q., & Shea, C. H. (1999). Bandwidth knowledge of results enhances generalized motor program learning. Research Quarterly for Exercise and Sport, 70, 79-83. Lai, Q., & Shea, C. H., Wulf, G., & Wright, D. L.（2000). Optimizing generalized motor program and parameter learning. Research Quarterly for Exercise and Sport, 71, 10-24. Magill, R. A. (2007). Motor learning and control: Concepts and applications (8th ed.). New York: McGraw-Hill. Newell, K. M. (1976). Knowledge of results and motor learning. In J. Keogh & R. S. Hutton (Eds.), Exercise and sport sciences reviews (pp. 196-228). Santa Barbara, CA: Journal Publishing Affiliates. Newell, K. M., & Kennedy, J. A. (1978). Knowledge of results and children’s motor learning. Developmental Psychology, 14, 531-536. Newell , K. M., & Walter, C. B. (1981). Kinematic and kinetic parameters as information feedback in motor skill acquisition. Journal of Human Movement Studies, 7, 235-254. Newell , K. M., Morris, L. R., & Scully, D. M. (1985). Augmented information and the acquisition of skill in physical activity. Exercise and Sport Sciences Reviews, 13, 235-291. Piaget, J. (1952). The origins of intelligence in children. New York: Basic Books. Salmoni, A. W., Schmidt, R. A., & Walter, C. B. (1984). Knowledge of results and motor learning: A review and critical reappraisal. Psychological Bulletin, 95, 355-386. Schmidt, R. A. (1975). A schema theory of discrete motor skill learning. Psychological Review, 82, 225-260. Schmidt, R. A., Young, D.E., Swinnen, S., & Shapiro, D. C. (1989). Summary knowledge of results for skill acquisition: Support for the guidance hypothesis. Journal of Experimental Psychology: Learning, Memory, Cognition, 15, 352-359. Schmidt, R. A., Lange, C., & Young, D. E. (1990). Optimizing summary knowledge of results for skill learning. Human Movement Science, 9, 325-348. Schmidt, R. A., & Lee, T. D. (2005). Motor control and learning: A behavioral emphasis (4th ed.). Champaign, IL: Human Kinetics. Sherwood, D. E. (1988). Effects of bandwidth knowledge of results on movement consistency. Perceptual and Motor Skills, 66, 535-542. Schmidt, R. A., & Wrisberg, C. A., (2007). Motor learning and performance:A situation-based learning approach. (4th ed.). Champaign, IL: Human Kinetics. Singer, R. N. (1980). Motor learning and human performance (3rd ed.). New York: Macmillan. Smith, P. J. K., Taylor, S., & Withers, K. (1997). Applying bandwidth feedback scheduling to a golf shot. Research Quarterly for Exercise and Sport, 68, 215-221. Swinnen, S. P. (1996). Information feedback for motor skill learning: A review. In H. N. Zelaznik (Ed.), Advances in motor learning and control (pp. 37-66). Champaign, IL: Human Kinetics. Swinnen, S. P., Nicholson, D. E., Schmidt, R. A., & Shapiro, D. C. (1990). Information feedback for skill acquisition: Instantaneous knowledge of results degrades learning. Journal of Experimental Psychology: Learning, Memory, and Cognition, 16, 706-716. Thorndike, E. L. (1927). The law of effect. American Journal of Psychology, 39, 212-222. Thorndike, E. L. (1931). Human learning. New York: Century. Trowbridge, M. H., & Cason, H. (1932). An experimental study of Thorndike's theory of learning. Journal of General Physiology, 7, 245-258. Winstein, C. J., Pohl, P. S., & Lewthwaite, R. (1994). Effects of physical guidance and knowledge of results on motor learning: support for the guidance hypothesis. Research Quarterly for Exercise and Sport, 65, 316-323. Winstein, C. J., & Schmidt, R. A. (1990). Reduced frequency of knowledge of results enhances motor skill leaning. Journal of Experimental Psychology: Learning, Memory, and Cognition, 16, 677-691. Wulf, G., Shea, C. H., & Matschiner, S. (1998). Frequent feedback enhances complex motor skill learning. Journal of Motor Behavior, 30, 180-192.
dc.subject結果獲知;動作技能學習;引導假說
dc.subjectknowledge of results;motor skill learning;guidance hypothesis
dc.title回饋內容與特定範圍回饋對兒童的動作學習效應
dc.titleEFFECTS OF FEEDBACK CONTENT AND BANDWIDTH FEEDBACK ON CHILDREN'S MOTOR LEARNING
dc.typethesis
dspace.entity.typePublication

Files

Original bundle
Now showing 1 - 1 of 1
Loading...
Thumbnail Image
Name:
000007001.pdf
Size:
1.17 MB
Format:
Adobe Portable Document Format
Download

Collections

學位論文(103學年度之前)