比較不同訊息回饋策略介入對網球初學者之學習成效分析

本研究之目的在比較不同訊息回饋策略介入對網球初學者之學習成效分析。本研究是以政治作戰學院40員網球初學者為研究對象。研究對象採隨機分派為結果獲知網球組（簡稱KR網球組）及表現獲知網球組（簡稱KP網球組）等二組。期間以訊息回饋策略介入進行十週的網球教學。並於教學前、教學後分別實施問卷填答及動作技能測驗。將所得數據資料整理經統計分析後獲得以下結論：經十週教學後，二組網球初學者在感覺無聊知覺之學習成效均獲得顯著的改善；其次，教學後二組在感覺享受知覺、技能學習認知、網球之正（反）拍著地擊球、正（反）拍截擊球、發球及整體動作技能等變項之學習成效顯著優於教學前；進一步研究發現，KP網球組所獲得的學習成效顯著優於KR網球組。研究發現，教師介入正面訊息回饋策略愈多，對網球初學者在感覺無聊知覺層面也就能呈現顯著的下降與改善；此外，在感覺享受知覺、技能學習認知及整體動作技能等變項所獲得的學習成效也就更正向。

關鍵字

回饋策略；學習成效

並列摘要

The purpose of this study is to compare the different feedback strategies involved in teaching tennis to beginner, and to assess the differences in their learning outcomes. Forty first-year male undergraduate students from National Defense University were recruited as research subjects, and were randomly assigned into the Knowledge of Result group (KR group), and the Knowledge of Performance group (KP group). The tennis lessons were held twice a week over an eight-week period, with each session lasting fifty minutes. A questionnaire and a tennis skills test were carried out both prior to and after teaching. The results are as follow: After teaching, the two groups of tennis beginners perceived a significant sense of improvement in the following - a sense of satisfaction and reduced boredom, a feeling of skill learning, improvement in their forehand and backhand ground ball, as well as forehand and backhand volley and overall motor skills. Further research showed that the KP group demonstrated significantly more effective learning compared to the KR group. This study also showed that beginner tennis players who received positive feedback from the teachers, had a significantly lower perception of boredom. Additionally, the students found that their sense of enjoyment, learning and skill recognition, and their overall motor skills and learning performances were all more positive after teaching.

並列關鍵字

ground ball ； volley

國際替代計量

比較不同訊息回饋策略介入對網球初學者之學習成效分析

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