運動學習目標與成就動機對運動學習結果的影響

Effects of Goal of Motor Learning and Achievement Motivation on Sport-Learning Performance

葉曉月(Yeh-Hsiao Yueh)

《臺大體育學報》 1輯 (1997/05) Pp. 1-18

https://doi.org/10.6569/NTUJPE.199705_(1).0001

摘要

本研究的主要目的，在探討不同「運動學習目標」、「成就動機」組別之羽球初學者，在正拍長球擊球準確性的初期學習有無差異，作爲改善體育數學之參考。
本研究以國立臺灣大學八十一學年度上學期體育正課興趣選項初級羽球組三、四年級女主220名爲研究對象。本研究首先實施「運動學習目標量表」及「成就動機量表」測驗，接著進行羽球正拍長球教學實驗及測驗；所蒐集之資料經雙因子變異數分析後，獲得下列結論：
（一）就運動學習目標第一因素－「健身目標」與成就動機四個因素的分析而言，發現各因素之間無交互作用存在，但資料顯示：
1．在不同「健身目標」、「工作精熟」組別的學習情形分析上，發現高「工作精熟」組之受試者比低「工作精熟」組的受試者在羽球正拍長球準確性的初期學習上有較高的成績表現。
2．在不同「健身目標」、「工作取向」組別的學習情形分析上，發現高「健身目標」組之受試者比低「健身目標」組之受試者在羽球正拍長球準確性的初期學習上有較高的成績表現。
3．在不同「健身目標」、「個人不在意」組別的學習情形分析上，發現高「健身目標」組之受試者比低「健身目標」組之受試者在羽球正拍長球準確性的初期學習上在較高的成績表現。
（二）就運動學習目標第二因素－「羣育目標」與成就動機四個因素的分析而言，發現各因素之間均無交互作用存在，同時資料亦顯示各因素之高、低得分組在羽球正拍長球準確性的初期學習成績也無顯著的差異。
（三）就運動學習目標第三因素－「成就目標」與成就動機四個因素的分析發現：
1．「成就目標」與「競爭性」兩因素之間有交互作用；即低「成就目標」且高「競爭性」組和高「成就目標」且低「競爭性」組之受試者比低「成就目標」且低「競爭性」組之受試者在羽球正拍長球準確性的初期學習上有較高的成績表現。
2．在不同「成就目標」、「工作精熱」組別的學習情形分析上，發現高「工作精熟」組之受試者比低「工作精熟」組之受試者在羽球正拍長球凖確性的初期學習上有較高的成績表現。

並列摘要

The main purpose of this research is to investigate the difference in the accuracy of the forehand long-stroke performed by the badminton players in different groups of ”Goal of Motor Learning” and ”Achievement Motivation” in the beginning stage. This data is intended to be a reference to improve the P. E. (Physical Education) teaching.
First of all, this research administered the test of ”Goal of Motor Learning Scale” and ”Achievement Motivation Scale”, then, proceeded the practical teaching and testing of the forehand long-stroke of badminton. All the data were collected through the Two-Way Anova, and conclusions were made as following:
1. According to the analysis of ”Goal of Health, the first factor of Goal of Motor Learning” with the four factors of ”Achievement Motivation”, we find that there are no interactions with each other between factors. But, the data indicate:
(1) In the analysis of the learning performance in different groups of ”Goal of Health” and ”Work Mastery”, we conc1ude that in the accuracy of the forehand .long-stroke in the beginning stage, the testees in high ”Work Mastery” have higher performance than the testees in low ”Work Mastery”.
(2) In the analysis of the learning performance in different groups of ”Goal of Health” and ”Work Orientation”, we conc1ude that in the accuracy of the forehand long-stroke in the beginning stage, the testees in high ”Goal of Health” have higher performance than the testees in low ”Goal of Health”.
(3) In the analysis of the learning performance in different groups of ”Goal of Health” and ”Personal Unconcern”, we conc1ude that in the accuracy of the forehand long-stroke in the beginning' stage, the testees in high ”Goal of Health” have higher performance than the testees in low ”Goal of Health”.
2. According to the analysis of ”Goal of Achievement, the third factor of Goal of Motor Learning” with the four factors of ”Achievement Motivation”, we find:
(1)”Goal of Achievement” and ”Competitiveness” interact with each other: in the accuracy of the forehand long-stroke in the beginning stage, the testees in low ”Goal of Achievement” but high ”Competitiveness” and high ”Goal of Achievement” but low ”Competitiveness” have higher performance than the testees in low ”Goal of Achievement” but low ”Competitiveness”.
(2) In the analysis of the learning performance in different groups of ”Goal of Achievement” and ”Work Mastery”, we conc1ude that in the accuracy of the forehand long-stroke in the beginning stage, the testees in high ”Work Mastery” have higher performance than the testees in low ”Work Mastery”.