不同KP的回饋策略對跆拳道初學者品勢學習之影響

The Effect of Different Knowledge of Performance Feedback Strategies on Learning Taekwondo Poomsae for Beginners

陳人維(Chen, Jen Wei)

指導教授 ： 劉 淑 燕

國立中正大學/教育學院/運動與休閒教育研究所/碩士(2014年)

摘要

不同KP的回饋策略對跆拳道初學者品勢學習之影響
中文摘要

教師或教練運用多重的回饋方式於動作技能教學上，能有效提升學習者增進動作技能的表現與學習成效。目的:1.探討KP組與V組與KP+V組訊息回饋介入後，對品勢動作技能學習之效益；2.探討KP組與V組與KP+V組訊息回饋介入後，在正確性與表現性之差異。方法:60名跆拳道初學者為參與對象（年齡：16.36±0.48），以準實驗設計方式分配至KP組、V組、KP+V組，經四週之跆拳道基礎教學後進行前測，再依不同回饋方式介入實施八週之動作技能教學，於第四週後做第一次後測，第八週後做第二次後測，再於一週後實施保留測驗，兩週後實施延遲保留測驗。所得之資料以描述性統計、單因子變異數分析、二因子混合設計變異數分析等進行統計與分析。結果：1.三組在教學後組內動作技能之學習成效均顯著高於教學前，F=24903.643, p<.05，交互作用（前後測x組別）亦達顯著差異，F=35.572, p<.05，但三組組間則無顯著差異，F=1.187, p>.05。2.三組在正確性得分均達顯著差異，F=6676.224, p<.05，交互作用（前後測x組別）亦達顯著差異，F=12.595, p<.05，且三組組間達顯著差異，F=3.749, p<.05，三組在表現性得分均達顯著差異，F=3173.079, p<.05。交互作用（前後測x組別）亦達顯著差異，F=6.553, p<.05，但三組組間未達顯著差異，F=1.242, p>.05。結論: 經過不同的回饋策略教學後，KP 組、V組與KP+V 三組之學習者在品勢動作技能學習成效均顯著優於教學前，在正確性的得分KP+V組比KP組與V組的得分更佳，但在保留期與延遲保留期時KP組與KP+V組仍然維持進步，而V組則呈現退步的現象。
關鍵字：跆拳道品勢、回饋、動作技能、訊息視覺化

關鍵字

回饋

並列摘要

The Effect of Different Knowledge of Performance Feedback Strategies on Learning Taekwondo Poomsae for Beginners
Abstract
Teachers or coaches applied multiple feedbacks in teaching of motor skill could improve the performance of motor skill and learning motivation efficiently to learner.
Purposes: 1. examine the learning efficiency of Taekwondo Poomsae to KP, V and KP+V by intervene in the message feedback. 2. Examine the difference of exactitude and performance to KP, V and KP+V by intervene the message feedback. Methods: Samples include 60 taekwondo beginner（Age：16.36 ± 0.48）, assigned in to different groups（KP, V and KP+V）by Quasi-Experimental Design, after 4 weeks Taekwondo basic class samples will join the pretest, than intervene 8 weeks motor skilling class by their different feedback. After 4 weeks samples will join the 1st posttest, and 2nd posttest after 8 weeks, than learning retention test after 1 week, delayed retention test after 2 weeks. The data analyze applied in this study by descriptive statistics, one-way ANOVA and mixed design two-way ANOVA. Results: 1. Three groups all present a high learning effect after teaching, F=24903.643, p<.05, Interaction (Pre-posttest x groups) also have significant difference, F=35.572, p<.05, but the difference between three groups is not significant, F=1.187, p>.05. 2. Exactitude of three groups all have significant difference, F=6676.224, p<.05, interaction (Pre-posttest x groups) also have significant difference, F=12.595, p<.05, the difference between three groups are significant, F=3.749, p<.05. Performance of three groups all have significant difference, F=3173.079, p<.05, interaction (Pre-posttest x groups) also have significant difference, F=6.553, p<.05, but the difference between three groups are not significant, F=1.242, p>.05. Conclusion: KP, V and KP+V all present with better learning efficient of motor skilling in Taekwondo poomsae after different feedback teaching strategy, KP+V is get better point in exactitude than KP and V, but only KP and KP+V continue improving in retention and delay retention period, V shows regression.

Key words: Taekwondo Poomsae, feedback, motor learning, information visualization

並列關鍵字

motor learning

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