本研究之目的在比較不同訊息回饋策略介入對網球學習者動作技能學習成 效進行分析。本研究是以國防大學九十六學年度實施體育網球課程選修之一年 級50 位學生為研究對象。研究對象區分為結果獲知組（簡稱KR 組）及表現獲 知組（簡稱KP 組）等二組。教學期程每週實施二次，每次五十分鐘，為期六 週的教學實驗。於教學前與教學後實施網球動作技能測驗，並將所得數據經整 理分析後，獲得以下結論： 1. 教學後，KR 與KP 二組之學習者在網球正反拍著地擊球、正反拍截擊球及整 體動作技能等動作技能學習成效顯著優於教學前。 2. 研究同時發現，KP 組所獲得的學習成效顯著優於KR 組。 由此可見，網球教學過程教師適時給予正向訊息回饋愈多對學習者在動作 技能的學習成效也就愈正向。

The objective of this study is to compare the learning efficiency base on different strategy of message feedback for tennis beginner’s skill. There were 50 students from NDU who took tennis as elective class in the year of 2007 participated in this research. There are two experiment groups in this research. One is the group knowing learning result (KR group) and the other one is the group knowing learning performance (KP group). The experimental tennis class was six weeks long, 50 minutes per class, and twice per week. The evaluations of tennis skills were scheduled before and after tennis class. After a series data analysis, we found the following conclusions: (a) After tennis classes, there are significant improvement for the result of learning efficiency in terms of forehand and backhand stroke, rebounded forehand and backhand stroke, and all tennis skills. (b) In addition, KP group demonstrated better learning efficiency than KR group. Thus, players will have better learning efficiency in terms of tennis skills when instructor gives more adequate and positive feedback message.