情境干擾對三種倒立技能的學習效果

The Effects of Contextaul Interference in Learning Three Handstand Skills

李玉蘋(Yu-Ping Lee)

《臺大體育學報》 1輯 (1997/05) Pp. 169-194

https://doi.org/10.6569/NTUJPE.199705_(1).0008

摘要

本研究的主要目的是要了解情境干擾對於三種倒立動作技能在技能獲得期間、保留及遷移測驗上的學習效果，本研究以臺北市立芳和國中一年級學生48名以來學過頭手倒立、瑜珈倒立及對牆手倒立動作技能者爲研究對象，男女各半，主要練習技能依不同程度情境干擾的練習安排（高、中、低），分成隨機安排組、系列安排組及區組安排組三組，每組16名受試者。在經三週（每週三次）共九次的練習後，再以正面側手翻技能做遷移測驗。即經一週停止練習後，做保留測驗，保留測驗技能爲主要學習技能（頭手倒立、瑜珈倒立及對牆手倒立）。利用攝影法將受試者學習的技能拍攝下來，由四位女性合格的體操裁判進行評分。將所獲得之技能獲得期間、保留及遷移測驗分數，利用SAS套裝軟體，以資料描述檢驗及二因子混合設計變異數分析（一因子重複，一因子獨立），加以分析檢驗。結果經討論得到下列結論：
一、一般而言，對頭手、瑜珈及對牆手倒立技能的表現上，無論是高或中或低情境干擾的練習安排，皆具有增進效果。
二、對增進頭手、瑜珈及對牆手倒立技能之獲得、保留及遷移時的表現上，高、中及低情境干擾之間的效果，並無顯著不同。
三、就描述性統計而言，高程度之情境干擾在學習頭手、瑜珈及對牆手倒立動作技能後遷移到學習正面側手翻技能的成績最佳，
四、就描述性統計而言，高程度之情境干擾在學習瑜珈及對牆手倒立技能，在一週後保留的成績最佳。

關鍵字

情境干擾 ； 基模理論 ； 技能獲得 ； 保留 ； 遷移

並列摘要

The purpose of this study was to see what the contextaul inter-ference effect to motor skill on acquisition, retention and transfer. There were 48 junior high school students that they were novice for three skills (head stand, yoga stand, handstand with feet against on the wall), half boys, half girls, divided into random serial and blocked three group. Sixteen people in each group. After three weeks (three times per week) nine classes of practice. Cartwheel skill was to test for transfer. After a week of stopping practice, did the retention test. Used V12 video to record the skill performance at acquisition, retention and transfer. After four female gymnasitics referees decided the grade. Analyzed them with SAS. And got the conclusion
1. Geneally saying: any one of high, middle or low level of contextaul interference practice organ for head yoga and handstand with feet against on the wall stand skills performance, all had improve effect.
2.There were no significant main effects within the high, middle and low level of contextaul interference group for improving head、yoga and handstand with feet against on the wall at the skills performance on acquisition retention and transfer test.
3. For the describe statistics data showed that High contextaul interference made the best grade after learning three kinds of handstand skill to transfer test (cartwheel skill).
4. For the describe statistics data showed that High contextaul interference made the best grade after one week later retention test on learning yoga and handstand with feet against on the wall skill.

並列關鍵字

contextaul interference ； schema ； acquisition ； retention transfer