Publication:

情境干擾對受阻擋後籃球跳投學習的影響

本研究主要的目的在探討不同情境干擾下的練習安排，對於受阻擋後籃球跳投學習的影響。本研究以高中學生30人為實驗參與者，並通過抽籤隨機安排到集團練習（低情境干擾，男生11名、女生4名）和隨機練習（高情境干擾，男生10名、女生5名）。在二天的獲得期，要求實驗參與者進行持球急停跳投、後仰跳投及轉身跳投練習各40次，並於獲得期後10分鐘與24小時後，分別實施三種投籃動作的立即保留測驗與延遲保留測驗。測驗獲得的分數則採用2×2混合設計二因子變異數分析，探討各實驗組別在持球急停跳投、後仰跳投及轉身跳投等動作的學習效果，研究的統計顯著水準設定為α = .05。從實驗研究結果發現，隨機練習與集團練習在做持球急停跳投、後仰跳投、轉身跳投等動作練習後，在立即保留測驗沒有達到顯著差異，延遲保留測驗亦未達到顯著水準。綜合以上結果得知，經過不同練習之安排，高情境干擾的隨機練習優於低情境干擾的集團練習的研究假說，未能在本研究中獲得印證。在體育教學或是一般訓練上，教練或教師可以依教學情境的需要選擇集團練習或隨機練習。

The purpose of this study was to investigate the benefit of contextual interference under various practice schedules on the skill learning of basketball jump shot following blocked. There were 30 high school students served as the participants for this study. Participants were assigned randomly to the group of blocked practice (low amount of contextual interference, 11 males and 4 females) and the group of random practice (high amount of contextual interference, 10 males and 5 females). During the two days of acquisition period, participants practiced the movements of stop jump shot, back jump shot, and turn back jump shot with 20 trials in each movement per day, for a total of 40 trials. Following the acquisition phase of 10 minutes and 24 hours of no practice, there were immediate retention test and delay retention test of three jump shots respectively. The scores of jump shot of learning effect were adopted to examine the statistical difference in 2 (groups)  2 (immediate or delay) mixed-design two way ANOVA ( = .05). The results showed no significant differences were found between the group of blocked practice and random practice in immediate retention test and delay retention test of three movements of jump shot. After the manipulations of practice schedule, this study could not support the hypothesis that random practice better than block practice. But sport coaches or physical education teachers could organize the practice schedule of random or block in conformity with the necessary of real situation.