自我調整與漸進工作難度練習對學習全身性運動技能的影響

The effect of self-regulated and progressively increasing difficulty practice schedules on learning a whole body motor skill

陳秀惠(Hsiu-Hui Chen)

《臺灣運動心理學報》 16卷1期 (2016/05) Pp. 17-33

https://doi.org/10.6497/BSEPT2016.1601.02

摘要

根據運動技能學習理論，適當難度的練習是激發學習的重要因素。目的：本研究比較漸進增加和自我調整練習難度對於學習全身性運動技能的影響。方法：以滾筒練習台上騎乘裝有動力曲柄的自行車為目標技能，透過變化齒輪比和目標速度來操弄練習工作難度。召集24 名大學男生，隨機將其平分為自我調整難度(自控) 和漸進增加難度 (漸進) 兩組。在前測後進行每天一回每回30 次共十回的練習，之後隨即進行後測，於一週後再進行延後測驗。結果：自控組在測驗中僅於其中一個難度有較優的表現。在每日的表現上，漸進組卻有較高且接近50%的成功率，漸進組的成功率則隨著難度增加而降低。此外，學習曲線的分析結果並未發現轉移的情形，代表學習者僅隨著難度增加調整其動作協調的參數，而非形成新的動作型態。結論：自我調整和漸進增加難度對於本研究中騎乘技能的結果性表現之影響相近。然而，前者於過程中有較高的成功率和表現與難度變化之相關，因此可能對於學習動機和練習與表現的相關性較為正面。

關鍵字

全身動作技能 ； 自我調整難度練習 ； 漸增難度練習

並列摘要

Based on the theory of motor learning, optimal difficulty level of practice is one of the most important variables that may facilitate learning. Purpose: The presented study compared the effect of practice using self-regulated and progressively increased difficulty on learning a whole body motor skill. Methods: The task was to ride a bike with power crane on the roller training plate. The difficulty of the task was manipulated by changing the gear and goal speed in various combinations from the easiest to the most difficult. Twenty-four male college students were recruited and divided randomly into self-regulated difficulty (SR) or progressively increase difficulty (PI) group. After pre-test, the participants practiced ten blocks (one per day) of riding with 30 trials involved in each block. The posttest and delay posttest were implemented at the end of practice and a week after practice session. Results: The results showed that the PI surpassed the SR group only in one of the difficulty. For the daily performance, the SR had significant higher successful rate than the PI group did. Moreover, the successful rate for SR group was around 50% while that for PI was decreased as the task difficulty increased. No transition of performance was found in the analyses of learning curves implicating that the new parameter was scaling along task difficulty changed instead of new movement coordination been formed. Conclusion: The effect on outcome performance of self-regulated and progressively increased difficulty practice schedules was similar for learning the cycling skill in this study. However, the former had higher successful rate as well as the larger relation between practice and performance that might be positive for learning motivation and the link of practice-performance.

並列關鍵字

whole body motor skill ； self-regulated difficulty practice ； progressively increase difficulty practice

參考文獻

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