不同回饋方式對桌球發球技能學習成效之影響

Different Feedback Methods affect the Learning of Table Tennis Students at the Forehand Serve

莊哲偉(Che-Wei Chuang) ； 林靜萍(Ching-Ping Lin)

《臺灣運動教育學報》 9卷2期 (2014/11) Pp. 45-64

https://doi.org/10.6580/JTSP.2014.9(2).03

摘要

目的：本研究旨在探討不同回饋方式對桌球發球技能學習成效之影響。方法：招募36位無正手發球學習經驗之國小五年級學童為對象，依技能前測成績進行S型能力分組，並隨機分派為口語回饋、口語加肢體協助、口語加影像回饋及控制組等四組。進行為期五天的實驗操弄，每天進行20分鐘共90球的練習，於第五天實驗結束後進行技能後測並在下一週進行保留測驗。所得成績以PASW 18.0 for Windows版之統計程式，進行二因子混合設計變異數分析，考驗不同回饋方式在不同測驗時期間的技能表現效果與學習效果的差異。本研究之顯著水準定為α=.05。結果：在技能前測時期實驗組與控制組無顯著差異。技能後測及保留測驗時期，實驗組皆顯著優於控制組，但三組實驗組間無顯著差異。結論：一、提供不同回饋方式皆能有效促進桌球正手發球技能表現效果。二、提供不同回饋方式對於正手發球技能學習效果皆有正向幫助。建議：一、後續相關研究可持續探討在不同動作技能難度下，何種回饋的方式能夠有效增進桌球技能學習。二、回饋類型的選擇應以動作技能學習的複雜程度而定。

關鍵字

口語加肢體協助 ； 口語加影像 ； 技能表現效果

並列摘要

Purpose: The purpose of this study is to investigate the variation between different feedback methods to learning of table tennis students at forehand serve. Methods: Thirty-six fifth grade students who were inexperienced in forehand serve were selected as subjects. Via skill pre-test, they were divided into four groups, these groups were: containing verbal feedback group, verbal and body assistance feedback group, verbal and video tape feedback group, and the control group. The experiment was conducted during a five day period, with sessions of twenty minutes each day using ninety balls. After the fifth day of the experiment, the post-test would be held and the retention-test would proceed the following week. The results were analyzed by two-way ANOVA mixed designs of PASW 18.0 for Windows. Significant levels as α=.05. Results: There was no significant difference in the time before the skill test experimental group and control group. After the skills test and retention test period, the experimental group were significantly better than the control group, but no significant difference between the three experimental groups. Conclusion: 1. Each type of feedback can improve the skill of the forehand serve performance. 2. Each type of feedback has a positive impact for a student's learning of the forehand serve. Suggestion: 1. Follow-up research on sustainable action in different technical difficulty, which can effectively enhance the way back snooker skill learning. 2. The decision of the feedback type should be selected by the complexity of movement learning.

並列關鍵字

verbal and body assistance ； verbal and video tape ； skill performance results

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