自我談話對保齡球學習表現及自我效能的影響

The Influence of Self-talk on the Learning Performance of Bowling and the Bowling Self-Efficacy

張清源(Cheng-Young Chang) ； 蔡英美(Ying-Mei Tsai)

《國立體育學院論叢》 16卷1期 (2005/06) Pp. 241-250

https://doi.org/10.6591/JPES.2005.06.18

摘要

本研究的目的為：一、探討指導性和動機性的自我談話對於保齡球學習表現的影響。二、探討指導性和動機性的自我談話對於保齡球自我效能的影響。本研究以中台醫護技術學院保齡球課興趣選項之學生120名為受試對象（男性20位，女性100位），並隨機分派為指導組、動機組和控制組等三組（各40人）。這三組的學生均接受四週的保齡球課程，而指導組和動機組分別接受三週（第二週到第四週）的指導性自我談話和動機性自我談話指導語課程。以保齡球自我效能量表為研究工具。並將所蒐集的資料以獨立樣本單因子變異數分析和Turkey法事後比較來探討。獲得的結果如下：一、指導組、動機組和控制組在保齡球學習表現的差異未達顯著水準。二、指導組在擊球能力效能的進步優於控制組。三、指導組在基本動作效能的進步優於控制組。

關鍵字

保齡球 ； 自我談話 ； 保齡球自我效能 ； 保齡球學習表現

並列摘要

The purposes of this research were: 1. to compare the difference between instructional self-talk and motivational self-talk on bowing learning performance, and 2. to compare the difference between instructional self-talk and motivational self-talk on bowing self-efficacy. The subjects were 120 collegiate students (include 20 males and 100 females) in Chung Tai Institute of Health Sciences and Technology. One hundred-twenty students by randomly assignment were divided into three groups; instructional self-talk, motivational self-talk, and control group. Each group attended bowling courses for four weeks. Instructional group and motivational group attended instructional self-talk courses and motivational self-talk courses individual for three weeks. The research tool was ”Self-Efficacy Scale-bowling”. The collected data was analyzed by one-way ANOVA (independent). Turkey's post host-comparisons were used to analyze the data if there was a significant. The results were as follows: 1. There was no significant difference among instructional, motivational and control group on bowling learning performance. 2. Instructional group improved more than control group on the efficacy of bowling ability. 3. Instructional group improved more than control group on the efficacy of essential movements.

並列關鍵字

bowling ； self-talk ； bowling self-efficacy ； learning performance of bowling

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