示範指導對學習協調性技能－桌球發球之研究

The Effect of Modeling on Learning the Coordinative Task-the Serve of Table Tennis

劉亞文(Yah-Wen Liou)

《體育學報》 22期 (1997/01) Pp. 387-397

https://doi.org/10.6222/pej.0022.199701.3434

摘要

本研究目的在探討示範指導(modeling)對初學者學習協調技能—桌球正手平擊發球的效果。以隨機方式抽取未學過桌球之大學男子40名，並隨機分派至控制組（無示範）、示範、示範加口語線索及示範加口語線索加表現獲知各10名。經4天的練習(acquisition)之後，休息2天做保留(retention)及遷移(transfer)測驗。技能學習的好壞計有質（姿勢）與量（發球準確）的評量。所得結果經多變項變異數分析(MANOVA)，隨後單變項變異數分析(follow-up univariate ANOVA)，以及杜凱氏(Tukey)事後比較之處理。所得結果經討論之後得到以下之結論。
一、示範比不示範對桌球正手平擊發球在練習、保留及遷移時的姿勢學習效果好。二、示範、示範加口語線索以及示範加口語線索加表現獲知對桌球正手平擊發球在練習及遷移時之姿勢學習效果並無不同。但保留時期，示範加口語線索以及示範加口語線索加表現獲知比僅有示範的效果佳。
三、示範比不示範對桌球正手平擊發球在練習、保留及遷移時的發球準確學習效果好。
四、示範、示範加口語線索以及示範加口語線索加表現獲知對桌球正手平擊發球在練習及遷移時的發球準確學習之效果並無不同。但是保留時期，示範加口語線索加表現獲知的效果最佳。

關鍵字

示範指導 ； 協調性技能 ； 口語線索 ； 表現獲知

並列摘要

The purpose of the study was to examine the effect of modeling for the beginner on learning the coordinative task, the flat right-hand serve of table tennis. The forty college male students were randomly selected from the table tennis classes for beginners, and randomly assigned to each of the four groups: (1) control group (no modeling), (2) modeling only, (3) modeling plus verbal cues, and (4) modeling puls verbal cues plus knowledge of performance (KP).
Two days after the four-day learning (acquisiton) period, the retention and transfer tests were given. These tests included quality (the form of serving) as well as quantity (the accuracy of serving) evaluations. The MANOVA, univariate ANOVA, and Tukey's post hoc comparison were used to analyze the data. The results indicated that (1) for the form of serving: (a) the modeling was more efficient than no modeling; (b) there was no difference among different modelings during acquisition and transfer. But, modeling plus verbal cues and modeling plus verbal cues plus KP were more efficient than moedling only in retention: (2) for the accuracy of serving: (a) the modeling was more efficient than no modeling: (b) there was no difference among different modelings during acquisition and transfer. But, modeling plus verbal cues plus KP was most efficient in retention. These results demonstrate that modelingis a better way than no modeling for the beginners to learn the coordinative task, the flat right-hand serve of table tennis, both on the form and accuracy. In the different modelings, there is no different effect among them during the acquisition and transfer. But, the modeling plus verbal cues plus KP is most efficient in retention.

並列關鍵字

Modeling ； Coordinative task ； Verbal cues ； Knowledge of performance(KP)