本研究為驗證協議目標設定與動作觀察兩種方法在網球發球技能教學上之可行性，乃以90位五專男生為實驗對象，將之隨機抽樣平均分配於協議目標設定練習組與控制組內，再各分成三個不同動作觀察組（自觀、他觀與綜合）內，共計六個小組，每組15人，接受為期六週，每週兩小時之網球發球技能之教學，並於教學前、後，以及介入三週之休息後，均舉行測驗，所得資料用以探討各實驗處理組網球技能的學習效果與保留效果；並進一步比較之。本研究經討論分析獲致下列結論： 一、本研究各實驗處理組學生其網球發球技能的學習效果均顯著。 二、協議目標組學生的網球發球技能學習效果均顯著優於控制組。 三、綜合組的網球發球技能學習效果均顯著優於自觀組與他觀組。 四、目標設定與動作觀察均不是影響網球發球技能保留效果之因素。

The purpose of this research was to study a possibility of teaching tennis service in two different ways: goal-setting agreement and movement observation. Subjects were ninety five-year junior college male students, averagely divided into “goal-setting agreement practicing” and “controlling” groups at random; and then into three groups of “movement observation” (self-observation, others-observation, and composition). A six-week (two hours/week) teaching program about tennis service was designed for these six groups (fifteen students/team); furthermore, tests were given at the time before and after teaching and within three-week rest. The effect of learning and maintaining tennis skill for every team can be proved and compared from the data. The results under discussion and analysis were shown as follows: (1) The effect for students of every group to learn tennis service is generally evident. (2) The students of “goal-setting agreement practicing” learn tennis service far better than those of “controlling”. (3) The students of “composition” learn tennis service far better than those of “self-observation” and “others-observation”. (4) Neither “goal-setting” nor “movement-observation” can influence the maintaining effect in learning tennis service.