本研究旨在探討不同表獲知對網球雙手反拍技能表與保留的影響。以臺南縣臺南女子技術學院網球選修課學生88名學生為受試者，其平均身高158.3±5.23公分，平均體重48.2±4.76公斤，平均年齡19.6±1.27歲，受試者皆為從未學習網球技能之經關。以隨機分派方式平均分派到控制組、口語組、自我影像組和標準影像組。實驗操作共計三週12天，每次一小時的網球教學與身體練習，並數位攝影攝紀錄前、後測與7日保留的技能表現，並請三位教練對受試者三次測驗的外顯動作進行評分(專家校度)。研究所得之數據，以二因子混合變異數分析來進行統計考驗、單純主要效果和事後比較(LSD)加以考驗。本研究得到以下兩點結果： 一、在後測部分，標準影像組效果最佳，自我影像組次之、口頭組居中和控制組最差。 二、在保留部分，標準影像組效果最佳，自我影像組次之、口頭組居中和控制組最差。

The aims of this study is discuss the effects of different KP on two-handed backhand skill. The subjects are 100 college female students (average 156.8±5378cm in eight, 49.8±10.23kg in weight, 19.2±2.35 years in age) of TWCAT that majored the tennis class and never accepted the training about it. They assigned to the control group, spoken language group, self image group and standard image group, to carry out 1 hr the tennis teaching for 8 days, and used the DV to capture the image in the pre-test、post-test and retention. After it’s all, the 3 tennis coaches make a grade for each one. This study took dual-factor mix design and comparison was made for any simple main effect or interaction having reached its significant level. This study set the significant level for all assumed tests at .05. The conclusions as flowing: 1.the standard-image group has great effect than the others in post-test. 2.the standard-image group great effect than the others in the retention test.