不同回饋教學法及自我口語提示法對桌球正手殺球教學效果之研究

吳棨舜

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不同回饋教學法及自我口語提示法對桌球正手殺球教學效果之研究

A research towards teaching methods and their results on Difference Feedback Methods and Self-Verbal Cueing Methods on Forehand Smashing in table tennis

吳棨舜 , Masters　　Advisor：黃國義　　

繁體中文

自我回饋；他人回饋；自我口語提示；桌球；正手殺球； Self-feedback ； Feedback from others ； Self-Verbal Cueing ； table tennis ； Forehand smashing.

Abstract │ Reference (69) │ Times Cited (1) │ Altmetrics

Abstract 〈TOP〉

Parallel Abstract 〈TOP〉

The purpose of this research is to investigate into the resulting influences observed in differentteaching methods applied on forehand smashing table tennis. This paper also discusses in detail the difference in each test subject prior and after the experiments based on the different teaching methods. There are three chosen teaching methods used for this research.  They are self-feedback pedagogy, feedback from others pedagogy and self-verbal cueing pedagogy. In addition, this research also aims to explore the difference in teaching results before and after and investigate the three different kinds of teaching methods are given and the relations of learning achievements between different teaching methods after they are given. There are a total of 112 study subjects considered for the experiments. Three classes of 10th grade students are subjected to experimental classes taught by the writer throughout a duration of three weeks. Class I is assigned as self-feedback group, class II as feedback from others group and class III, as self-verbal cueing group. Each class is given forehand smashing tests prior and following the three different teaching methods. Comparisons are made and quantified as data. Below are the results obtained through statistical analysis applied to the collected data:
1.The students taught in self-feedback method, feedback from others method and self-verbal cueing method display a significant improvement in the technical evaluation of forehand smashing (P<.05).
2.The result from feedback from others method is apparently much better than self-verbal cueing method (P<.05), and self-feedback method.
3.The results collected from self-verbal cueing method are unambiguous in comparison to the self-feedback method.
4.The experiment results show that feedback from others method has the best result, followed by self-verbal cueing method and self-feedback method.
5.Although the researcher uses a system of instructing students on relaying feedback messages. This takes place in the format, test → observation → comparison → tell  the correction → teacher’s evaluation. The results show that students are still unable to rectify their mistakes despite careful planning of these instructions and feedback messages.

Reference ( 69 ) 〈TOP〉

胡志鋒（2005）。大專甲組桌球雙打技術分析-以93年全國大專校院運動會為例。國?台灣師範大學體育學系碩士?文，台北市。
連結：
姚漢禱、蔡漢隆（1986）。我國少年桌球選手技術成績表現和經驗、體格、體能相關之探討。體育學報，8，77-84。
連結：
姚漢禱（1988）。大學女生桌球的技術評量研究，體育學報，10，49-55。
連結：
黃國義（1988）。抽?因子訓?法對桌球之自動期抽球技術的訓?效果之研究。台?：中華民國大專體育總會。
連結：
劉亞文（1982）。大學男生桌球運動能力測驗項目之編製研究。國立臺灣師範大學體育研究所集刊，第九輯，P.278。
連結：

Times Cited (1) 〈TOP〉

曾義強(2009)。表現與結果獲知回饋策略對輕度智障學生動作技能學習成效之影響。臺灣師範大學體育學系在職進修碩士班學位論文。2009。1-87。

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