本研究目的在探討目標難度與回饋方式對桌球發球學習效果及內在動機的影響。以長榮大學160名（男72，女88）學生為研究對象，平均年齡20.61（±1.1）歲。以桌球發球為實驗項目，採2×2的實驗設計（目標難度、回饋方式），研究工具為內在動機量表。所得資料以相依樣本t考驗、獨立樣本單因子變異數分析、獨立樣本二因子變異數分析進行統計分析。研究結果發現：一、在桌球發球學習效果方面：目標難度與回饋方式對桌球發球學習效果沒有交互作用影響。不同目標難度在桌球發球學習效果沒有差異存在。不同回饋方式在桌球發球學習效果有差異存在（正向回饋優於無回饋）。二、在內在動機方面：目標難度與回饋方式對內在動機沒有交互作用影響。不同目標難度在內在動機上沒有差異存在。不同回饋方式在內在動機上有差異存在（正向回饋優於無回饋）。

　　The purpose of this study was to explore that whether the goal difficulty and the feedback type will have the effect on the table tennis service performance and the intrinsic motivation. There were 160 students in Chang Jung University (72 males, 88 females) for the study; the average age was 20.61 (±1.1) years old. The experimental item was the table tennis service performance. And, we’ll use the 2*2 experimental plan (the goal difficulty, the feedback type). The intrinsic motivation inventory was the research tool. All the information will analyze with the paired t-test, one-way ANOVA and two-way ANOVA (independent). The result were, 1.the table tennis service performance: the goal difficulty and the feedback type don’t interact with the table tennis service performance. The different goal difficulty won’t affect the performance. The different feedback type won’t affect the performance, neither (positive feedback was better than no feedback). 2.the intrinsic motivation: there was no interaction in the goal difficulty and the feedback type. Different goal difficulties have no differences in the motivation. But, different feedback types have differences in the motivation (positive feedback was better than no feedback).