動作學習之最適挑戰點：效果與效率的檢驗

挑戰點假說強調最佳動作學習效果與工作難度之間的關係。本研究先以三種不同工作難度之練習條件檢驗挑戰點假說；再進一步以動作學習效果與工作難度之間的關係曲線求取最適挑戰點，並改變練習量檢驗最適挑戰點的動作學習效果與效率。參與者被隨機分派至實驗一的三個工作難度組，低工作難度、中工作難度與高工作難度，以及實驗二中的三個不同練習量組，增加練習量、恆常練習量與減少練習量。根據本研究結果所提出的結論如下：(一) 中工作難度有最高的認知努力，而低工作難度有最高的自我效能；(二) 中工作難度引致最佳的動作學習效果；(三) 動作學習效果與功能性工作難度有曲線相關；(四) 改變練習量不影響自我效能與認知努力；(五) 減少練習量會導致動作學習效果較差；而增加練習量則無助於增進動作學習效果；(六) 練習次數與動作學習效果有曲線相關；與 (七) 減少練習量與維持練習量恆常為較有效率的練習條件。

關鍵字

回饋頻率；功能性工作難度；外增回饋

並列摘要

Challenge point hypothesis emphasized the relationship between the best motor learning effect and task difficulty. In this study, three task difficulty levels were used to examine challenge point hypothesis. Furthermore, the motor learning effect and efficiency were investigated by manipulating the amount of practice with optimal challenge point which was calculated by the curve of the relationship between motor learning effect and task difficulty. Participants were randomly assigned to high, medium, or low task difficulty levels groups in experimental 1, and one of three groups that practiced with increase, constant, or decrease different the amount of practice in experimental 2. Based on the results of this study, conclusions were as follows: (1) the medium task difficulty caused the highest cognitive effort, and the low task difficulty caused the highest self-efficacy; (2) the best motor learning effect was induced by medium task difficulty; (3) motor learning effect was curvilinear related with functional task difficulty; (4) changing amount of practice didn’t affect self-efficacy and cognitive effort; (5) decreasing amount of practice would result in less motor learning effect, and increasing amount of practice couldn’t facilitate motor learning effect; (6) a curvilinear relationship was demonstrated between the amount of practice and motor learning effect; and (7) decreasing amount of practice and maintaining amount of practice constant were the conditions of efficient practice.

並列關鍵字

frequency of feedback ； functional task difficulty ； augmented feedback

參考文獻

Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191-215.

Salmoni, A. W., Schmidt, R. A., & Walter, C. B. (1984). Knowledge of results and motor learning: A review and critical reappraisal. Psychological Bulletin, 95(3), 355-386.

王重引、卓俊伶 (2014)。漸增情境干擾結合漸退回饋：檢驗動作學習的附加效應。大專體育學刊，16(4)，378-386。