摘要
本研究的目的是： ㈠比較心智練習、身體練習和綜合練習對羽球反手發短球的學習效果。 ㈡比較心智練習、身體練習和綜合練習對羽球反手發短球學習的保留效果。 以國立台灣師範大學體育正課興趣選項羽球組初級班男生七十六名為受試對象，第一天所有受試者接受羽球反手發短球的教學指導與練習後，隨機分配到下列四組：㈠心智練習組：提供羽球反手發短球之動作示範影片及動作要領說明之指導語後，受試者在五分鐘內意像整個動作過程，共計二十次；㈡身體練習組：每天次練習羽球反手發短球二十次；㈢綜合練習組：身體練習與心智練習隔次交换練習；㈣控制組：不練習。上述前三組進行四週，每週二次共計練習八天次。 以French羽球發短球測驗方法，實施初測、末測與保留測驗，所得成績以單因子變異數分析法、單因子共變數分析法、t考驗和杜凱法事後比較等統計方法，進行學習效果和保留效果的檢討。 在本研究範圍內，經分析結果得到如下結論： ㈠在羽球反手發短球學習方面，綜合練習的學習效果與身體練習的學習相同，心智練習則學習效果不顯着。 ㈡心智練習、身體練習和綜合練習的一週後保留效果沒有顯着差異。
關鍵字
無資料並列摘要
The purposes of this study were to: (1) compare the learning effects of the badminton backhand low service as differentiated by the variables of mental practice, physical practice, and alternating mental-physical practice; (2) compare the retention effects of the badminton backhand low service as differentiated by the variables of mental practice, physical practice, and alternating mental-physical practice. Seventy-six male students, registered in the abasic class of badminton as their optionin National Taiwan Normal University, served as subjects in this investigation. The first session was devoted to teaching and practicing the basic mechanics of the badminton backhand low service. During the following eight sessions in four weeks the subjects were randomly devided into four groups: (1) mental practice group, watching the film and listening to the instruction of badminton backhand low service, which was followed by five minutes in which the subjects were directed to practice the serve skills mentally for twenty repetitions per session, (2) physical practice group, repeated physical practice twenty times persession, (3) alternating mental-physical practice group, alternating the techinques of physical and mental practice per session, and (4) control group, no practice. The modified French Badminton Serve Test was employed for pretesting, posttesting, and retention testing. One-way ANOVA, one-way ANOCOVA, t-test, and Tukey's method were used to statistically analyze the data obtained. Within the limitations of this study the following conclusions were derived: (1) The learning effects of alternating mental-physical practice, but not mental practice, was as effective as those of physical practice in the badmiton backhand low service. (2) One-week retention effects were not significantly different for subjects undergoing mental practice, physical practice, and alternating mental-physical practice.