同時性視覺回饋訊息對學習全身性平衡技能的影響

The Effect of Concurrent Visual Feedback Information on Whole Body Balance Skill Acquisition

陳秀惠(Hsiu-Hui Chen) ； 黃曉穗(Siou-Swe Huwan) ； 楊聯聰(Lian-Tsung Young)

《臺灣運動心理學報》 13期 (2008/11) Pp. 39-52

https://doi.org/10.6497/BSEPT.20081101_(13).0003

摘要

目的：本研究的目的在探討提供不同的同時性視覺回饋訊息對學習全身性平衡技能的影響。方法：以五組每組各10名共50名大學生爲研究對象，依據參與者的前測表現平均且隨機分配至四個實驗組及控制組。控制組只有於練習前、後以及一週後各進行一次平衡測驗。而實驗組除測驗外，分別於練習中提供精確同時性視覺回饋(CF-IP)、一般同時性視覺回饋(CF-I)、同時性動作視覺回饋(CF-KP)、與無同時性視覺回饋組(NCF)，同時進行每回10次共10回的練習。實驗中蒐集累計平衡時間、平衡板平均擺動頻率和幅度，以及全身關節位置和平衡板的三維空間座標進行分析。結果：重複量數二因子變異數分析顯示，實驗組在平衡時間、頻率和幅度部分皆有顯著的學習效果。而組間部分僅在練習第一回合和第九、十回合出現CF-KP和NCF的差異。在主成分分析部份，約2至5個成分可以解釋90%的變異量，且經過練習各組代表與第一主成分的解釋量皆增加。結論：在第一和第二成份的內容部分，下半身的影響經過練習後轉換成上半身肢段元素和髖爲主的控制型態，此型態於提供目標性的同時視覺回饋組(CF-IP, CF-I)代表的資料中有較爲明顯的趨勢，且能於練習後的測驗中維持。

關鍵字

同時性回饋 ； 全身平衡 ； 視覺訊息

並列摘要

Purpose: The purpose of this study was to investigate the effect of affording different concurrent visual feedback information on learning whole body balancing skill. Methods: Fifty college students participated in this study. According to the performance of pre-test and followed the random procedure, all the participants were divided into five groups of one control group and four experimental groups within ten each. Three test trials were implemented by each group. In addition to the test, the experimental groups practiced 10 sessions with 10 trials each of balancing task. The experimenters manipulated the visual feedback information during practice by supplying the precise goal plus concurrent feedback for group CF-IP, the general goal plus concurrent feedback for group CF-I, the concurrent movement performance feedback for group CF-KP, and no visual feedback for group NCF. The data of cumulated balancing time (BT), the averaged frequency and averaged amplitude of the oscillation of board for standing, and the three dimensional coordinates of the markers on the whole body joints and the balancing board were collected during test and practice. Results: Two-way ANOVA (4 groups×13 stages) with repeated measurement of stage factor showed the significant improvement of experimental groups in all the measurements. For the group factor, simple main effect revealed different between group NCF and CF-KP on session one, nine and ten. No significant different was found between groups on test stages. The results of PCA demonstrated that it required two to five components for describing the 90% variance of explanation. The percentage of first component increased after practice for all the represented participants. Conclusion: The structure of elements in first and second component changed over learning. The pattern of movement transferred from lower boy elements dominated to the control mainly by upper body and hip elements. This situation was found more obvious in the coordination pattern of the represented participants from group CF-IP and CF-I than the others and maintained in post test.

並列關鍵字

concurrent feedback ； whole body balance ； visual information

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