不同背景干擾對國小學童木球攻門擊球與滾球技能表現與學習的影響

本研究主旨在以類化動作程式的觀點探討不同背景干擾程度的練習安排，對木球攻門擊球與滾球技能表現與學習的影響。實驗參加者為40名國小高年級兒童（男女各20名），平均年齡為12.2歲，隨機分派到下列四組（一）集團／恆常（blocked/constant）（低背景干擾），（二）集團／變異（bloocked/variable）（中背景干擾），（三）隨機／恆常（random/constant）（中背景干擾），（四）隨機／變異（random/variable）（高背景干擾組）。實驗技能為木球攻門擊球及滾球兩項技能。參加者在接受不同實驗處理後的十分鐘及隔天各進行一次遷移測驗，依變項為技能距離的準確性與穩定性。以獨立樣本單因子變異數分析（one-way ANOVA）與薛費法（Scheffe）事後比較進行資料處理。在本研究的範圍限制內，發現相對高背景干擾對技能表現有壓抑現象，但技能學習的效益，只有在兒童較為熟悉的滾球技能上，相對較高的背景干擾有輕微的效益存在，而對於攻門擊球技能，各種不同的背景干擾之間並沒有顯著差異。

關鍵字

背景干擾；變異練習；類化動作程式；基模學習

並列摘要

In this study, the main purpose was to disscuss the effect of various degree of contextual interference on the skills (putting and bowling) of wood ball's performance and learning by way of the generalized motor program perspective. Forty high-grade elementary school students (20 boys and 20 girls) participated in this study. The average of these children's age was 12.2. Boys and girls were randomly assigned to one of 4 contextual interference conditions (block/constant, block/variable, random/constant, and random/variable). The dependent variables in this study were the skills of putting and bowling (include correction and stability). Participants took two tests for transfer learning. One was taken immediately after the treatment of 10 minutes latter. Another was taken on the next day of treatment. One-way ANOVA and Scheffe were used to do the data analyses. Results showed the significance of contextual interference effects on the skills of performance and learning. For the skill of performance, children in the random/variable group had the lowest score in both putting and bowling. For the skill of learning, on the other hand, children in the random/variable group had only the little highest score in bowling.

並列關鍵字

contextual interference ； variable practice ； generalized motor program ； schema learning

國際替代計量

不同背景干擾對國小學童木球攻門擊球與滾球技能表現與學習的影響

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