Publication:
心智練習對桌球初學者正手發上旋球學習效果之研究

Simple item page
dc.contributor.advisor張宏亮
dc.contributor.advisorChang, Hung-Liang
dc.creator劉永和
dc.creatorLiu, Young-Her
dc.date2004
dc.date.accessioned2017-02-22T14:35:57Z
dc.date.accessioned2025-07-30T15:19:39Z
dc.date.available2017-02-22T14:35:57Z
dc.date.issued2017-02-22T14:35:57Z
dc.description學位類別：碩士
dc.description校院名稱：國立臺灣體育學院
dc.description系所名稱：體育研究所
dc.description畢業學年度：92年
dc.description論文頁數：90頁
dc.description.abstract中文摘要 　　本研究旨在探討心智練習法對桌球初學者正手發上旋球的學習效果，以高雄市立中正高中二年級16－18歲女生45名為受試對象，隨機分配成三組，每組15人，進行6週，共12次練習的實驗，各組實驗內容是： 一、心智練習組：以認知、肌肉漸進放鬆法與意象練習為主。 二、身體練習組：以實際操作桌球正手發上旋球練習為主。 三、控 制 組：以圖書館閱讀為主。 　　三組受試者的前測和後測的技能成績；與後測一週之後的保留測驗與遷移測驗成績，以SPSS 8.0中文版統計軟體，相依樣本t考驗各組學習效果、保留效果與遷移效果；獨立樣本單因子變異數分析比較三組的學習效果、保留效果與遷移效果之差異。 實驗研究結果發現： 一、心智練習組與身體練習組的技能學習效果均達到顯著水準，而控制組則未達到顯著水準，其中以身體練習組學習效果最好，成績優於心智練習組與控制組，心智練習組成績則又優於控制組。 二、心智練習組與身體練習組的技能學習保留效果與遷移效果，均達到顯著水準，而控制組則未達到顯著水準。其中以身體練習組保留效果與遷移效果最好，成績優於心智練習組與控制組，心智練習組成績則又優於控制組。 三、比較三組的學習效果與保留效果有顯著差異，但心智練習組與身體練習的遷移效果無顯著差異；兩組成績明顯優於控制組。
dc.description.abstractAbstract 　　The purpose of the study was to analyze the effect of the mental practice on learning of forehand topspin serve among table tennis beginners. 45 11-grade schoolgirls, of Kaohsiung Municipal Chung Cheng High School, aging from 16 to 18, participate in the research. The participants were divided into three groups at random. Each group comprises 15 participants and undertook 12 exercises for 6 weeks. The practice of each group includes: 1. Mental Practice Group: Cognition, Muscular progressive relaxation, and imagery training. 2. Physical Practice Group: Forehand topspin serve practice. 3. Control Group: Reading in the library. 　　The skill performance of the pre-test and post-test, and the performance of the retentive test and transfer test carried out one week after the post-test were analyzed using the statistic software SPSS 8.0 Chinese Version to evaluate the learning effect, retentive effect and transfer effect of the participants based on the t test. Difference of the learning effect, retentive effect and transfer effect among three groups was analyzed and compared under the one-way analysis of variance (ANOVA) approach. The research showed the following results: 1. The skill learning effect of both the Mental Practice Group and Physical Practice Group reaches a significantly higher level, while the learning effect of the control group did not progress significantly. The Physical Practice Group had the best learning effect among three groups and the Mental Practice Group was higher than the control group in the skill learning effect. 2. The retentive effect and transfer effect of the Mental Practice Group and Physical Practice Group reached a significantly higher level, while both effects of the control group did not progress significantly. The Physical Practice Group had the best retentive effect and transfer effect among three groups and the Mental Practice Group was higher than the control group in the performance of both the retentive effect and transfer effect. 3. The learning effect and retentive effect differ significantly among three groups, while the transfer effect did not differ significantly between the Mental Practice Group and Physical Practice Group. The performance of the Mental Practice Group and Physical Practice Group was much higher than the control group.
dc.description.tableofcontents第壹章　緒論………………………………………………………1 　第一節　研究背景………………………………………………1 　第二節　研究動機………………………………………………2 　第三節　研究目的………………………………………………3 　第四節　研究假設………………………………………………4 　第五節　研究範圍………………………………………………4 　第六節　研究限制………………………………………………4 　第七節　名詞解釋………………………………………………5 第貳章　文獻探討…………………………………………………7 　第一節　有關運動學習之理論…………………………………7 　第二節　有關認知、放鬆與意象訓練的研究…………………18 　第三節　心智訓練對運動技能學習之相關研究………………24 　第四節　本章結語………………………………………………27 第參章　研究方法與步驟…………………………………………29 　第一節　研究對象………………………………………………29 　第二節　實驗時間與地點………………………………………29 　第三節　實驗器材與工具………………………………………30 　第四節　實驗程序………………………………………………30 　第五節　技能測驗方法…………………………………………35 　第六節　資料處理與分析………………………………………36 第肆章　結果分析與討論…………………………………………38 　第一節　三組間受試者之前測成績同質性考驗………………38 　第二節　三組對桌球正手發上旋球學習、保留與遷移效 　　　　　果以及三組在實驗期間運動意象清晰度情形………40 　第三節　三組學習、保留與遷移效果之差異比較……………47 第伍章　綜合討論…………………………………………………52 　第一節　三組對桌球正手發上旋球技能學習效果……………52 　第二節　三組桌球正手發上旋球保留與遷移效果……………54 　第三節　三組對桌球正手發上旋球的學習、保留 　　　　　與遷移效果之差異比較………………………………58 第陸章　結論與建議………………………………………………61 　第一節　結論……………………………………………………61 　第二節　建議……………………………………………………62 參考文獻……………………………………………………………63 一、中文部分………………………………………………………63 二、英文部分………………………………………………………64
dc.format.extent315246 bytes
dc.format.mimetypeapplication/pdf
dc.identifier.urihttps://ir.ntus.edu.tw/handle/987654321/70661
dc.languagezh-TW
dc.publisher體育研究所
dc.relation.isbasedon參考文獻 一、中文部分： 王明鴻(2001）。心智訓練對青少年網球選手發球與著地抽球學習效果之研究，臺北市立師範學院國民教育研究所。 王建長(1996）。心智訓練對籃球罰球技能表現之效果，國立台灣師範大學體育研究所論文。 白貞姬（1987）。心智練習對學習韓國傳統舞蹈基本動作技能的影響。國立台灣師範大學體育研究所集刊，14集，337-385。 邱炳坤(1996)。心理處置策略對高中射箭選手運動表現之影響。國立體育學院運動科學研究所碩士論文。 季力康（1996）。意象訓練有助提昇戰績（下）。中華棒球，53，71-73。 周文祥(1994)。桌球運動員心理技能之探討。體育學報，16，487-500。 林清和（1996）運動學習程式學。台北：文史哲出版社。 林啟賢（1998）。視動行為複演法對學習足球踢球的影響，國立台灣師範大學體育研究所碩士論文。 胡明霞（2003）動作控制與動作學習。台北：金名圖書有限公司。 許義雄（1997）。兒童發展與身體教育。台北：美商麥格羅.希爾國際股份有限公司。 沈連魁（1992）。放鬆訓練、生物回饋及意象訓練對優秀射箭選手壓力處理效果。國立體育學院運動科學研究所碩士論文。 陳貞秀(1993)。視動行為法對羽球初學者正手發短球學習效果的影響。國立體育學院運動科學研究所碩士論文。 連玉輝（1995）。壓力處置策略對我國青少年網球選手運動表現之影響。國立體育學院運動科學研究所碩士論文。 黃正岳(1993)。生物回饋與漸進式肌肉放鬆訓練、意象訓練對優秀高爾夫選手壓力調適與運動表現之影響。國立體育學院運動科學研究所碩士論文。 廖主民（1993）。誰能超越巔峰﹖優秀運動員的認知型態。中華體育，7卷，1期，100-106。 廖主民（2002）。Motor Skill Learning and Performance。臺灣體育學院研究所,運動心理學講議。 盧俊宏（1990）。運動員心智訓練指導。台北：財團法人徐亨體育文化基金會。 簡曜輝(1980) 。運動技學習的階段與過程。中華民國體育學會:體育學報，第二輯，116頁。 簡曜輝等譯（2002）。競技與健身運動心理學。原著：Robert S. Weinberg, Daniel Gould; 譯自:Foundations of sport and exercise psychology,2nd ed. 臺北。運動心理學會。 二、英文部分： Adams,J.A.(1971). A closed-loop theory of motor learning Journal of Motor Behavioral.3 ,111-149. Ahsen,A.(1984).ISM: The triple code model for imagery and psychophysiology Journal of Mental Imagery,8,15-42 Banndura(1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review,84,191-215 Bower, G.H.& Hilgard , E.R. (1981).Theories of learning, Englewood Cliffs N.J.：Prentice hall. Bruner, J. S. (1960). Perception and Communication. London: Pergamon Press. Corbin, C.B.(1972).Mental practice. In W. Morgan（ED.）, Ergogenic aids and muscular performance. N.Y.: Academic Press. Deci,E.L.(1975). Intrinsic motivation. N.Y.: Plenum Press. Deci, E.L.,& Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. N.Y.: Plunum Press. Feltz, D. L., & Landers, D. M. (1980). Stress management techniques for sport and physical education. Journal of Physical and Recreation .51 (2),41-42. Feltz D.L.,& Landers ,D.M.（1983）.The effect of mental practice on motor skill learning and performance A mental-analysis. Journal Sport Psychlogy,5, No.1, 25-57. Feltz, D. L., & Landers, D. M. & Becker, B. J.（1988）.A revised meta-analysis of the mental practice literature on motor skill learning. In National Research Council（Ed.）, Enhancing human performance, Part III. Improving motor performance, National Academy Press, Washington DC. Fitts, P. M.,& Posner, M.I.(1967). Human performance. Belmont, CA: Brooks/Cole. Gabriele, T.,Hall,C.R.,& Lee, T. D. (1989). Cognition in motor learning:Imagery effects on contextual interference. Human Movement Science, 8, 227-245. Gibson JJ.（1966）The senses considered as perceptual systems. Boston: Houghton Mifflin. Gould,D.,&Damarjian, N.（1997）. Imagery training for peak performance. In J. Raalte & B. Brewer（Ed.）Exploring sport and exercise psychology（pp.25-50）.Washington, DC：American Psychological Association. Greenberg,J.S.(1983), Comprehensive stress management. Dubuque, IA:Wm. c.Brown. Grouios, G.（1992）. The effect of mental practice on diving performance. International Journal Sport Psychology. 23,60-69. Hall, C. R. Buckolz, E. & Fishburn, G. J.（1992）. Imagery and the acquisition of motor skill. Canadian Journal of Sport Science. 17（1）,19-27. Harris, D.V, & Robinson, W. J. (1986). The effect of skill level on EMG activity during internal and external imagery. Journal of Sport Psychology,8,105-111. Henry,F.M., & Rogers, D.E.(1960) Incereased response latency for complicated movement and a "memory drum "theory neuromotor reaction. Research Quarterly,31,448-458. Hird JS, Landers DM, Thomas JR, et al.（1991）Physical practice is superior to mental practice in enhancing cognitive and motor task performance. Journal of Sport & Exercise Psychology.13 , 93-281. Hodges,J.D.(1993).Sports Mind : An Athlete's Guide to Super Performance Through Mental and Emotional Training.Australia : Hawk Personal Excellence. Jacobson, E.（1938）.Progressive relaxation. Chicago：University of Chicago press. Kaczor, L.（1987）. Mental practice： A review of theory and research. Unpublished manuscript. Lang, P. J. (1979). A bio-informational theory of emotional imagery.Psychophysiology.16,495-512. Lawther, J. D. (1968). The 1earning of physical skills. NJ: Prentice Hall. Loehr, J. E. (1986). The Mental Game : Winning at Pressure Tennis. Pelham Book USA Inc. Magill, R. A.（1989）. Motor learning concepts and applications. Dubuque, IA: Wm.C. Brown. Magill, R.A.（1993）.Introduction and augmented Feedback. Motor learning: Concepts and applications. 7,283-338 . Martens, R. （1987）Coaches guide to sport psychology. Champaign IL：Human Kinetics Publishers, INC. McBride, E.R.,& Rothstein, A. L.（1979）mental and physical practice and the learning and retention of open close skills. Perceptual and Motor Skills.49:359-365 Meacei, W. G. & price, E. E. (1985). Acquisition and retention of golf putting skill through the relaxation, visualization, and body rehearsal intervention. Research Quarterly for Exercise and Sport,56,176-179. Meyers, A.,& Schleser, R. (1980).A cognitive behavioral intervention for improving basketball performance. Journal of Sport Psychology. 2 , No.l, 69-73. Millman, D. (1981). Shining in moment of truth , a body mind strategy for successful competition. International Gymnast, JUL. 13-14. Minas, S, C. (1978).Mental practice of complex perceptual- motor skill. Journal of Human Movement Studies,4,102-107. Onestake, D. M.（1997）.The effect of visual-motor behavior rehearsal （VMBR）and videotaped modeling（VM）on the free throw performance of intercollegiate athletes. Journal of Sport Behavior.20, 185-198. Paivio, A. (1985). Cognitive and motivational functions of imagery in human performance. Canadian Journal of Applied Sport Sciences,10(4), 22-28. Perry,.& Morris. T. (1995). Sport psychology theory, applications and issues. Mental imagery in sport (pp360-363). Jone Wiley & Sons 33 Park Road, Milton, Old 4064. Rawlings EI, Rawlings IL, Chen CS, et al. (1972 )The facilitating effects of mental rehearsal in the acquisition of rotary pursuit tracking. Psychonomic Science.26,3-71. Reed ES. (1982 )An outline of a action systems. Journal of motor behavior.14 :98-134. Richardson. A. (1967 ). Mental practice A review and discussion. Part 1.Research Quarterly,Vol.38, 95-107. Ross, S.T.(1985). The effectiveness of mental practice in improving the performance of college trombonists. Journal of Research in Music Education.33,221-230. Ryan E D.,& Simons, J. (1981). Cognitive demand, imagery and frequence of mental rehearsal as factors influencing acquisition of motor stills. Journal of Sport psychology.4, 35-45 . Ryan,E.D.,& Simons,J.(1983).What is learned in mental practice of motor skills: a test of the cognitive-motor hypothesis. Journal of Sport Psychology.5, 419-426. Schmidt,R.A.(1975）.A Schema theory of discrete motor skill learning. Psychological Review,82,225-260. Schmidt,R.A.,（1982）Feedback and knowledge of results. Motor control and learning,13,527-523. Schmidt RA, Lee TD.（1999） Motor control and learning: a behavioral emphasis, 3rd ed.Champaign IL: Human Kinetics. Schmidt, R.A. (1988). Motor control and learning : A behavioral emphasis. Champaign, IL: Human Kinetics. Sheikh, A., & Kunzendorf, R. (1984). Imagery, physiology, and somatic illness In A. A. Sheikh (Ed.), International review of mental imagery. N.Y.:Human sciences. Start, K., & Richardson, A.(1964). Imagery and Mental practice. British Journal of Educational Psychology.34, 280-284. Suinn,R.M.（1985）.Imagery rehearsal applications to performance enhancement. The Behavior herapist. 8, 155-159. Suinn, R. (Ed.). (1986). Seven steps to peak performance: the mental training manual for athletes. Hans Huber Publishers. Unierzyski,P.（1994）.Factors affecting performance ITF Coaches Review,3,8. Vealey, R. E. & Walter, S. M. (1993). Imagery training for performance enhancement and personal development. In J.,M. Williams (Ed.), Applied sport psychology ;personal growth to peak performance（2nded）(pp.200-224). Mountain View, CA: Mayfield. Weinberg, R. S.,Seabourne, T.,& Jackson, A.(1981), Effects of visual-motor behavior rehearsal, relaxation, and imagery on karate performance. Journal of Sport Psychology.3, 228-238. Weinberg, R. S.（1988）.The mental advantage：developing your psychological skill in tennis. Champaign , IL：Human Kinetics. Winter, G. J.,& Martin, C. A.(1991). Sport Psych for Tennis. Adelaide：South Australian Sport Institute. Zhang ,L.W.,Ma,Q.W.,Orilick,T.,& Zitzelsberger,L.(1992).The effect of mental-imagery training on performance enhancement with 7-10 year old children. The Sport Psychologist.6,230-247.
dc.subject桌球;正手發上旋球;心智練習;意象練習;身體練習;肌肉漸進放鬆訓練;學習效果;保留效果;遷移效果
dc.subjectTable tennis;Forehand topspin serve;Mental practice;Muscular progressive relaxation training;Image practice;Physical practice;Learning effect;Retention effect;Transfer effect.
dc.title心智練習對桌球初學者正手發上旋球學習效果之研究
dc.titleThe Effect of the Mental Practice on Learning of Forehand Topspin Serve among Table Tennis Beginners
dc.typethesis
dspace.entity.typePublication

Files

Original bundle
Now showing 1 - 1 of 1
Loading...
Thumbnail Image
Name:
9104-15592001.pdf
Size:
307.86 KB
Format:
Adobe Portable Document Format
Download

Collections

學位論文(103學年度之前)