本研究之研究目的在探討雙重回饋訊息對於三種網球技能學習之影響，以台南縣崑山科技大學75 名選修網球課之大學生且全無學習過網球技能之經驗為受試者，平均身高167.8±8.94，平均體重55.8±13.68，平均年齡21.3±1.57。實驗期分為三個時期，依序分別為正手截擊教學期、正拍抽球教學期和平擊發球教學期，分別讓75 名受試者學習三種不同網球技能，三個實驗時間分別為兩週10 次、三週15 次和四周20 次，每次練習時間的分鐘，並在實驗操作之前、後和結束後7 天實行前、後測與保留測驗，所得之數據以單因子變異數分析來考驗各技能組的學習放果與保留效果。若達顯著性差異，便以LSD事後比較法考驗之。 　　結果發現： 　　一、在後測部分，雙重回饋訊息對正手抽球組的學習效果最佳，平擊發球學習效果居中，正手截擊學習效果最差。 　　二、在保留部分，雙重回饋訊息對正手抽球組與平擊發球組保留效果一樣好最佳，正手截擊組的保留效果則為最差。 綜合上述，可以得到以下結論： 　　一、針對不同難度技能之學習，應給予適合其技能困難度之回饋型態。 　　二、雙重回饋訊息對中、高難度技能之保留有顯著的效果。

　　The main idea of the study temps to explore the effects of the double feed-back inform on the three tennis skills.The subject is the 75 kun -shan tech univ students (average l67.8±8.94cm in height, 55.8±13.68kg in weight, 2 l.3±l.57years in age) who signed in the tennis class and they have ever no tennis experiments or training before. There are three periods of this study's experiments. They are fore-hand volley teaching ,base-line fore-hand and serve. Howeverm, ten times of two weeks for volley skill; fifteen times of three weeks for basic line fore-hand skill; twenty times of four weeks for serve skill. Each teaching have 90min for teaching, practice and using feedback inform. There are pre-test, post-test and reserve test in it. Finally, This study took the one-way anova to compare the three tennis skill. And then, it used the LSD to check each skill if they had reached its significant level. 　　Here the discoveries of this study as following: 1. In the post-test, double feed-back inform has the best effect on the base line forehand. 2. In the reserve test, double feed-back inform has both the best effect on the base line forehand and serve. 　　To summaries the above discoveries,there are two conclusions as following: l. To ues the different feedback inform types for the different skills. 2. double feed-back inform has significant effects on the middle-component' high-component skill.