不同教學順序對桌球初學者學習反手推與正手攻技術的影響

目的：反手推與正手攻為桌球入門攻擊技術，紮實的學習兩項技術動作可以幫助初學者建立基本的動作與擊球觀念。本研究旨在探討教學順序的不同，對桌球初學者反手推與正手攻技能學習表現之影響。方法：以選修大專體育桌球課程且沒有桌球運動經驗之86名學生為研究對象，經三個星期基礎課程後，分為反手優先組、正手優先組及正反混合組，依不同教學策略實施共計八週反手推與正手攻的動作技能教學，並在教學後實施一週技能測驗，再於三週其他技術教學後進行學習保留之測驗。所得之數據以二因子混合變異數分析（two-way analysis of variance, two-way ANOVA）來進行統計考驗。結果：先實施正手攻技能教學再實施反手推技能教學，會有較佳的動作品質表現；先實施反手推技能教學再實施正手攻技能教學，則有較佳的擊球準確性表現；而正反手混合教學相較於反手推、正手攻單項技術教學，在反手推與正手攻動作技能均未呈現更優異的學習表現。結論：三種教學順序對桌球反手推與正手攻技術，均有顯著的學習成效，由不同教學順序影響之面向，本研究進一步建議，以正手攻優先教學，能夠藉由正手攻的動作特性，幫助初學者建立擊球概念，為長期技術發展奠定較好的基礎。

關鍵字

學習表現；動作技能；擊球準確性

並列摘要

Purpose: Backhand and forehand drive, the most fundamental motor skills in table tennis, are regarded as the foundation of developing more advanced skills later on. This study aimed to examine the effects of different teaching sequences on the learning performance of backhand and forehand drive in table tennis for beginners. Methods: Experimental approach was applied to 86 college students without table tennis experience. The same teacher taught the students and formed them in three groups: a backhand group learning backhand and then forehand, a forehand group with the opposite sequence, and a mixed group learning two motor skills simultaneously. The three groups were analyzed in three testing stages. First, the pre-test was conducted after a three-week basic introduction of table tennis. And then, the post-tests for backhand and forehand drive were conducted after each group being instructed backhand and forehand drive for eight weeks in total. Finally, an evaluation to measure learning retention performance was conducted after another three weeks of instruction on other table tennis skills after the post-test. Two-way analysis of variance (two-way ANOVA) was conducted to examine three groups' effects and three tests on backhand and forehand performances. Results: The sequence of teaching forehand and then backhand has better performance for motor whereas teaching backhand and then forehand has better performance for ball placement accuracy. Moreover, backhand and forehand drive's overall learning performance shows no statistically significant differences between mixed teaching and the two teaching sequences of backhand and forehand. Conclusion: The study revealed that all groups had significant changes in their backhand and forehand drive learning in the post-test phase of testing. However, as forehand drive learning helps beginners build up a conceptual understanding of motor skills, laying a good foundation for long-term skill development, our study suggested forehand be taught first.

並列關鍵字

learning performance ； motor skill ； ball placement accuracy

參考文獻

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不同教學順序對桌球初學者學習反手推與正手攻技術的影響

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