本研究旨在探討Mosston體育教學光譜中練習式與互惠式兩種教學模式的教學效果與學習保留效果。以臺中市北區某國小六年級學童共32名學生為受試對象，施以四週八節課的排球低手傳球教學實驗，採前測、後測與保留測的實驗設計。採用卡方檢定、獨立樣本t檢定和相依樣本t檢定進行統計考驗與資料分析，獲得結果如下：
一、練習式與互惠式教學模式在技能學習上皆具有良好的教學效果。
二、練習式與互惠式教學模式在技能學習上皆具有良好的學習保留效果。
三、在教學效果上，兩種教學模式之間無顯著差異，男、女生之間亦無達到顯著差異。
四、在學習保留效果上，兩種教學模式之間無顯著差異，男、女生之間亦無達到顯著差異。

　　This research mainly focused on Mosston’s teaching spectrum of volleyball training, the Practical and Reciprocal style in under-hand passing. The researcher then closely examined the outcomes, the Teaching effects and Retaining effects of the above two teaching styles.Thirty-two elementary students are chosen form the North region of Taichung City. The entire experiment consist of 8 sections or 2 sections per week over 4 weeks period of time. Selections of sampling remain consistent through out the entire trail run. All data gathered from pretest and post test are all analyzed using χ2 square and t-test. The final findings of volleyball under-hand passing training are as follows:
1.Practical styles offered reasonable Teaching effects in under-hand passing. There is no significant difference between male and female candidates.
2.Reciprocal styles offered reasonable Retaining effects in under-hand passing. There is no significant difference between male and female candidates
3.With respect to teaching effect, Practical and Reciprocal styles yield same scores for male and female candidates.
4.With respect to retaining effect, Practical and Reciprocal styles yield the same results for both male and female candidates.