變異練習對青少年桌球技能的表現與學習效應

The Effects of Variable Practice on the Performance andLearning of Table Tennis Skill in Teenagers

陳孟文(Meng-Wen Chen) ； 林靜兒(Ellen Ching-Er Lin)

《體育學報》 45卷1期 (2012/03) Pp. 59-66

https://doi.org/10.6222/pej.4501.201203.0706

摘要

Purpose: To examine the effects of variable and constant practice on motor performance and learning in teenagers by the forehand stroke of table tennis. Methods: Thirty-two male participants (age = 14.4 ± 0.4 years) were randomly assigned to variable or constant practice group. The process consisted of four phases: homogeneousness test, 150 trials for acquisition, and retention and transfer tests after 5 days of acquisition phase. Dependent variables were scores and variable error (VE). Results: ANOVA for 2 (group) × 10 (block) indicated that no interactions were found (F (9, 270) = 0.23, p ＞ .05), but the main effect of the scores in both groups was statistically significant difference in acquisition phase (F (1, 270) = 1.84, p ＜ .05, ES = 0.38). The interaction of VE between groups and blocks was not found significant also (F (9, 270) = 1.82, p ＞ .05); the scores (t (30) = 1.602, p ＞ .05) and VE (t (30) = 1.431, p ＞ .05) of the two groups were no significant in retention test; furthermore, the scores (t (30) = 0.929, p ＞ .05) and VE scores (t (30) = -1.303, p ＞ .05) in transfer test were not significant. Conclusions: It was concluded that the constant practice group was better than variable practice group on motor performance of the teenagers, but there were no differences between the groups on motor learning.

關鍵字

基模理論 ； 正手擊球 ； 動作學習

並列摘要

Purpose: To examine the effects of variable and constant practice on motor performance and learning in teenagers by the forehand stroke of table tennis. Methods: Thirty-two male participants (age = 14.4 ± 0.4 years) were randomly assigned to variable or constant practice group. The process consisted of four phases: homogeneousness test, 150 trials for acquisition, and retention and transfer tests after 5 days of acquisition phase. Dependent variables were scores and variable error (VE). Results: ANOVA for 2 (group) × 10 (block) indicated that no interactions were found (F (9, 270) = 0.23, p ＞ .05), but the main effect of the scores in both groups was statistically significant difference in acquisition phase (F (1, 270) = 1.84, p ＜ .05, ES = 0.38). The interaction of VE between groups and blocks was not found significant also (F (9, 270) = 1.82, p ＞ .05); the scores (t (30) = 1.602, p ＞ .05) and VE (t (30) = 1.431, p ＞ .05) of the two groups were no significant in retention test; furthermore, the scores (t (30) = 0.929, p ＞ .05) and VE scores (t (30) = -1.303, p ＞ .05) in transfer test were not significant. Conclusions: It was concluded that the constant practice group was better than variable practice group on motor performance of the teenagers, but there were no differences between the groups on motor learning.

並列關鍵字

schema theory ； forehand stroke ； motor learning

參考文獻

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