不同練習經驗對單手推射投籃技能學習的影響

本研究旨在探討回饋方式與練習情境變化對單手推射投籃技能學習效果的影響，藉以檢驗Schmidt運動技能學習基模理論在體育教學的實際應用成效。為達成上述目的，本研究採用準實驗研究法之二因子實驗設計，以二種回饋方式及四種練習情境變化為實驗變項，以80名大學一年級男生為參與者，並依練習前測驗成績分派為八組，各採一種練習條件進行100次投籃練習而學習「單手推射直接中籃投籃」技能。參與者完成練習後，分別實施特定情境及新情境測驗，並於練習結束後一週及二週後，實施保留測驗。測驗所得資料，應用適切的統計方法進行各項測驗成績的差異分析與考驗。研究結果經分析討論後，獲致如下結論：一、練習期間提供「表現獲知」對於特定情境立即學習效果、新情境立即遷移效果及其保留效果，均有顯著的促進作用。二、練習情境變化對於特定情境立即學習效果、新情境立即遷移效果及其保留效果，均有顯著影響；採恆定練習有助於特定情境的立即學習效果，而採多樣化練習則有助於新情境的立即遷移效果及其保留效果。三、練習期間採用多樣化練習對新情境立即遷移效果的影響，因其情境變化程度而有差異；採用適度的多樣化練習，具有顯著的促進作用，而變化過於頻繁的多樣化練習則否；就新情境動作表現能力的保留效果而言，練習期間採多樣化練習，均顯著優於恆定練習。四、練習期間有無提供表現獲知（KP）與不同練習情境變化對單手推射投籃技能的學習效果的影響之間，無顯著交互作用。

關鍵字

單手推射投籃；運動技能學習基模理論；多樣化練習；表現獲知

並列摘要

The purpose of this study was to investigate the effects of augmented feedback of KP and practice variability on the learning of basketball one-hand push shot skill (OHPS), by this means to examine the predictions of and the realistic utilization of Schmidt's schema theory of motor learning. 80 male students in National Changhua University of Education were according to their pretest performances homogeneously divided into 8 groups, which were separated into four different types of practice variability and two ways of information feedback conditions to provide KP or nothing to learn the task of OHPS. Each subjects had 100 practice trials of OHPS, then took series of tests after finished all trials. There were three kinds of data be collected from tests, including data of learning effect in specific shooting distance, data of transfer effect in new varied shooting distances and data of retention in one week and two weeks after practice were ceased. All data were managed by t-test, two-factorial ANOVA and Tukey method, and drew conclusions. The conclusions of this study shown as follow: 1. The augmented feedback of KP gave after each trial during practice period, had significant effects on the learning and retention, and participants who get KP after each trial during practice period were significant better than those participants who didn't get any augmented information in the performance of immediate learning test, transfer test, and retention test. 2. Practice variability of had significant effect on the on the learning and retention; constant practiced only had significant effect on the immediate specific shooting distance test performance, but variable practice had significant effect on both of immediate transfer test and its retention test performances. 3. The degree of practice variability could influence the effect of learning; practices with optimal practice variability could have more learning effect than practices with high practice variability. 4. The effect of KP and practice variability on the learning of one-hand push shot skill didn't have significant interaction.