杜登明Do, Deng-Ming2017-02-222025-07-302017-02-222017-02-22https://ir.ntus.edu.tw/handle/987654321/70621學位類別：碩士校院名稱：國立臺灣體育學院系所名稱：體育研究所畢業學年度：93年論文頁數：71頁中文摘要 　　本研究旨在探討不同回饋頻率的結果獲知，對羽球初學者發高遠球的學習效果。以90名彰化縣和美國中一年級男學生為實驗參加者，隨機分成：（1）33%KR組；（2）50%KR組；（3）100%KR組三組，每組30人。實驗期間共計進行150次試做，包括：前測均質性考驗的試做10次、練習期的100次試做、練習完的10次立即表現測驗和10次立即遷移測驗，以及七天後的延遲保留測驗和延遲遷移測驗各10次。本研究以實驗參加者的動作表現為依變項，自變項為不同回饋頻率的KR。在實驗中所測得的各項成績，先以獨立樣本單因子變異數分析比較三組的學習效果之差異，再分別以混合設計二因子變異數分析、杜凱氏事後比較法，進行統計考驗。結果發現：（一）提供不同回饋頻率的KR訊息對立即表現、延遲保留與延遲遷移有顯著影響，但對立即遷移則無顯著影響。（二）在保留期中，接收100%KR回饋頻率的該組，其立即表現顯著優於33%KR組；但延遲保留上則顯著低於33%KR組。（三）在遷移期中，三組在立即遷移期的成績表現沒有顯著差異；但延遲遷移上100%KR組顯著地低於33%KR組及50%KR組。Abstract 　　The aim of this study is to explore the effects of various feedback frequency of knowledge of results (KR) on the learning of a badminton player in giving long high serves. Ninety freshmen students at Homei Junior High School in Changhua County were selected the subjects of the study. They are split randomly into three groups of equal size with (1) 33% KR, (2)50% KR, and (3)100% KR, respectively. During the study the experiment underwent 150 tryouts, including 10 pretest tryouts, 100 tryouts during practice, 10 instant performing tests, 10 instant transferring tests, and finally 10 retaining and transferring tests each at seven days afterwards. In this investigation, the participant’s performing act is assumed to be the dependent variable while the independent variable is the feedback frequency of KR. The scores measured are first analyzed in one-way ANOVA to compare the difference in learning among the three groups. They are further examined statistically using mixed design of two-way ANOVA and Tukey’s HSD method. The following findings are reported. Firstly, providing various feedback frequency of KR information would affect instant performance, delayed retention, and delayed transfer, but not any eminent influence on the instant transfer. Secondly, during the retention period, the group receiving 100% KR feedback frequency is profoundly superior to the one receiving only 33% KR in the instant performance. In delayed transferring, the group with 100% KR is clearly lower than the group with 33% KR. Finally, during the period of transferring, nearly no difference among the three groups is seen as far as instant transferring is concerned. The group with 100% KR in delayed transfer appears to be lower than both groups with 33% and 50% KR.目　次 第一章　緒論………………………………………………………1 　第一節　研究背景………………………………………………1 　第二節　研究目的………………………………………………3 　第三節　研究問題………………………………………………4 　第四節　研究假設………………………………………………4 　第五節　研究範圍與限制………………………………………5 　第六節　名詞解釋………………………………………………6 第二章　文獻探討…………………………………………………9 　第一節　運動學習之理論………………………………………9 　第二節　引導假說的相關研究…………………………………15 　第三節　不同形式及頻率的結果獲知對學習 　　　　　效果影響的研究………………………………………19 　第四節　總結……………………………………………………22 第三章　研究方法與步驟…………………………………………23 　第一節　研究架構………………………………………………23 　第二節　實驗對象………………………………………………24 　第三節　實驗日期………………………………………………25 　第四節　實驗場地與器材………………………………………25 　第五節　實驗方法與程序………………………………………27 　第六節　資料處理………………………………………………30 第四章　結果………………………………………………………31 　第一節　各組同質性檢驗………………………………………31 　第二節　不同KR頻率對學習效果的影響………………………33 第五章　討論………………………………………………………53 　第一節　不同回饋頻率對羽球發高遠球之保留效果…………53 　第二節　不同回饋頻率對羽球發高遠球之遷移效果…………57 第六章　結論與建議………………………………………………62 　第一節　結論……………………………………………………62 　第二節　建議……………………………………………………62 參考文獻……………………………………………………………65235361 bytesapplication/pdf技能遷移;技能表現;羽球發高遠球;回饋頻率;結果獲知transfer;performance;badminton long high serve;knowledge of result;feedback frequencythesis