趙榮瑞Zhao, Rong-Rui2017-02-222025-07-302017-02-222017-02-22https://ir.ntus.edu.tw/handle/987654321/70908學位類別：碩士校院名稱：國立台灣體育大學系所名稱：體育研究所學號：19601122畢業學年度：98年論文頁數：72頁　　本研究的主要目的在探討結果獲知次數的降低，對於青少年手臂內移動作的學習效果。實驗將50名自願的實驗參加者（男生27名、女生23名，平均年齡14.5歲）隨機分派成100%回饋組、20%回饋組、10%回饋組、寬帶回饋組與寬帶相對組等，操作Biometrics E-Link手肘彎曲57度的動作學習，在100次獲得期的動作練習後，進行立即保留測驗與延遲保留測驗，每一位實驗參加者也在獲得後進行41度的立即遷移測驗與延遲遷移測驗。Biometrics E-Link記錄的每次手肘彎曲角度則用以計算恆常誤差、絕對誤差、整體誤差、變異誤差和變異誤差係數等誤差指標，並以5（組別）× 2（測驗）混合設計二因子變異數分析與Duncan法事後比較進行統計分析。保留測驗的結果顯示變異誤差沒有組別的差異（p > .05），立即保留測驗的變異誤差則顯著低於延遲保留測驗（p < .05）；在立即保留階段的恆常誤差則顯示100%回饋組顯著高於其他實驗組別（p < .05），延遲保留測驗的恆常誤差則沒有組別間的顯著差異（p > .05）。不同回饋組別間在遷移測驗則沒有統計的顯著差異（p > .05）。研究發現過多的結果獲知回饋頻率對於青少年的手臂內移動作學習僅為表現變項，降低回饋頻率的手段中，固定結果獲知給予（寬帶相對組與低相對回饋頻率）和漸褪式的寬帶回饋均有助於動作學習。　　The purpose of this study was to investigate the learning effect of elbow flexion movement through the various manipulations of the reduced knowledge of results (KR) for adolescent. Fifty voluntary participants, 23 female and 27 male (mean age = 14.5 years), were assigned randomly to 100 percent KR frequency group, 20 percent KR frequency group, 10 percent KR frequency group, performance-based bandwidth group, and the control group of performance-based bandwidth. All participants were asked to operate and to learn the Biometrics E-Link system for 57 degrees of elbow flexion. After 100 trails of acquisition, every participant was assessed the learning effects by immediate retention test, delay retention test, 41 degrees of elbow flexion immediate transfer test, and 41 degrees of elbow flexion delay transfer test. The angle of elbow flexion was acquired by Biometrics E-Link system and was used to calculate the error scores: constant error, absolute error, total variability, variable error, and coefficient of variable error. 5 (group) × 2 (test) Mixed-design two way ANOVA and Duncan post-hoc comparison were used to test the statistical difference. The results of retention test showed there was no groups difference for variable error (p > .05), but the immediate retention test was lower than delay retention test (p < .05). The constant error of 100 percent KR frequency group was the largest in immediate retention test (p < .05), but there were no group difference in delay retention test (p > .05). There were no group differences for transfer test (p > .05). It indicated that high KR frequency was the performance variable for the adolescent to acquisition the skill of elbow flexion. For the techniques of reduce augmented feedback frequency, the constant to provide KR (the control group of performance-based bandwidth and the groups of lower KR frequency) and the fading technique (performance-based bandwidth group) were benefit for motor learning.目　次 中文摘要…………………………………………………………………Ⅰ 英文摘要…………………………………………………………………Ⅱ 謝誌………………………………………………………………………Ⅲ 目錄………………………………………………………………………Ⅳ 圖目錄……………………………………………………………………Ⅵ 表目錄……………………………………………………………………Ⅶ 第壹章　緒論 　第一節　研究背景……………………………………………………1 　第二節　研究目的……………………………………………………5 　第三節　研究問題……………………………………………………5 　第四節　研究假設……………………………………………………6 　第五節　研究範圍與限制……………………………………………6 　第六節　詞解釋與操作型定義………………………………………7 第貳章　文獻探討 　第一節　回饋之類型與機制…………………………………………14 　第二節　回饋頻率及引導假說………………………………………18 　第三節　不同回饋頻率的結果獲知對學習效果影響………………22 　第四節　本章總結……………………………………………………25 第叄章　研究方法與步驟 　第一節　研究架構……………………………………………………26 　第二節　研究對象……………………………………………………27 　第三節　研究工具……………………………………………………27 　第四節　研究流程……………………………………………………28 　第五節　研究方法與程序……………………………………………29 　第六節　資料處理……………………………………………………30 第肆章　結果與討論 　第一節　各階段保留測驗的描述統計資料…………………………31 　第二節　各階段遷移測驗的描述統計資料…………………………41 　第三節　綜合討論……………………………………………………51 第伍章　結論與建議 　第一節　結論…………………………………………………………60 　第二節　建議…………………………………………………………61 引用文獻 一、中文部份……………………………………………………………63 二、英文部份……………………………………………………………69466567 bytesapplication/pdf青少年;動作學習;擴增性回饋;結果獲知Adolescent;Motor learning;Augmented feedback;Knowledge of resultthesis