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引文資料
題名:
工作難度對學習平衡的影響
書刊名:
大專體育學刊
作者:
嚴雅婷
/
劉有德
作者(外文):
Yen, Ya-ting
/
Liu, Yeou-teh
出版日期:
2008
卷期:
10:3
頁次:
頁87-97
主題關鍵詞:
工作限制
;
熱身減低
;
Task constraints
;
Warm-up decrement
原始連結:
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相關次數:
被引用次數:期刊(0) 博士論文(
1
) 專書(0) 專書論文(0)
排除自我引用:0
共同引用:
4
點閱:42
本研究的目的在檢驗不同工作難度對學習平衡工作中熱身減低效應的影響。12位體育系大學女生,以每週三天,每天20次,每一次30秒,進行為期一個月,在動態平衡儀(stabilometer)上維持平衡的練習,並以操弄雙腳在平衡板上的距離,分為寬(難)、窄(簡單)兩種,作為工作難度的區分,兩種情境每天各練10次。實驗前先進行前測,然後每隔兩週測驗一次,兩種情境在測驗時各實施一次,透過記錄平衡板於水平上下五度之間的秒數來代表平衡工作的表現,而練習過程中的熱身減低(warm-up decrement)現象則是以同一情境當天第一次試作的表現值減前一天最後一次試作的表現值來表示。結果發現:一、平衡時間顯著隨著練習而增加,窄情境(F(2, 22)=65.282, p<.05)、寬情境(F(2,22)=74.652, p<.05),中測與後測顯著多於前測;在前測時,窄情境的平衡秒數顯著多於寬情境(t(下標 11)=2.725, p<.05)。二、整體來說,熱身減低的情況可由先進行類似但難度不同的工作而改善(F(1, 11)=11.106, p<.05)。三、只有寬情境的熱身減低有隨著練習而顯著的減少(t11=6.265, p<.05)。四、在前兩週的練習時,先練習寬情境對窄情境表現的熱身效果顯著優於先練習窄情境對寬情境表現的作用(t(下標 11)=2.470, p<.05)。本研究發現:在平衡的工作中,寬腳的站立相較於窄腳而言確實屬於較困難的工作;從事簡單的工作之前先練習一個較難的工作,可以在學習的初期顯著減少休息可能帶來的熱身減低效應,而簡單工作能夠影響困難的工作的效果則不明顯,困難的工作主要是透過練習來增加平衡的技能以消除熱身減低的情形。若能在學習初期時利用這樣的原則,以一個較難的工作來從事熱身,消除了熱身減低的情形,應該對學習過程有所助益。
以文找文
This study examined the influence of task difficulties on learning a balance task through observing the warm-up decrement (WUD) phenomenon. Twelve female college students majoring in physical education vonlunteered in this study. All the participants practiced on the stabilometer twenty 30-second trials a day, 3 days per week for 4 weeks. The task difficulty was manipulated with the distance between feet while performing the balance task. Because of the smaller torque generated from a narrow distance, it is easier to perform the balance task in a narrow distance than a wide one. Participants practiced both narrow and wide conditions 10 trials each day. One trial for each condition was examined for the pre-test, mid-test (after two-week practice) and the post-test (after four-week practice), and the duration of balance within the 30-second trial was recorded. The warm-up decrement was measured as the performance difference between the last trial of the previous day and the first trial of the current day of the same condition. The results showed that first, both conditions revealed the significant practice effect on balance time, N condition F(2, 22)=65.282, p<.05, W condition F(2, 22)=74.652, p<.05, where the mid-test and the post-test were longer than the pre-test performance. For the pre-test, N had statistically longer balancing time than W, t(subscript 11)=2.725, p<.05. Second, in general, practice in similar tasks with different difficulty levels could reduce the warm-up decrement, F(1, 11)=11.106, p<.05. Third, the WUD of W condition was significantly improved through practice, t(subscript 11)=6.265, p<.05. Forth, the WUD was significantly decreased when the N was followed by W, t11=2.470, p<.05. In sum, W condition was considerably more difficult than N condition. Performing the more difficult task before the easier one significantly reduced the WUD effect, and the easier task was more likely to benefit (reducing the warm-up decrement) from following a difficult condition at the beginning stage of learning. Based on the findings of the study, performing a more difficult task should reduce the warm-up decrement in the easier task followed.
以文找文
期刊論文
1.
Adams, J. A.(1961)。The second facet of forgetting: A review of warm-up decrement。Psychological Bulletin,58(4),257-273。
2.
陳秀惠(20030600)。運動學習曲線所代表的意義--以跳舞機運動為例。臺東師院學報,14(上),229-244。
延伸查詢
3.
Nascon, J.、Schmidt, R. A.(1971)。The activity-set hypothesis for warm-up decrement。Journal of Motor Behavior,3(1),1-15。
4.
Liu, Yeou-Teh、Mayer-Kress, Gottfried、Newell, Karl M.(2003)。Beyond curve fitting: A dynamical systems account of exponential learning in a discrete timing task。Journal of Motor Behavior,35(2),197-207。
5.
Guadagnoli, M. A.、Lee, T. D.(2004)。Challenge point: A framework for conceptualizing the effects of various practice conditions in motor learning。Journal of Motor Behavior,36(2),212-224。
6.
Ammons, R. B.(1947)。Acquisition of motor skill: I. Quantitative analysis and theoretical formulation。Psychological Review,54,263-281。
7.
Anshel, M. H.(1995)。Examining warm-up decrement as a function of interpolated open and closed motor tasks: Implications for practice strategies。Journal of Sport Sciences,13,247-256。
8.
Anshel, M. H.,、Wrisberg, C. A.(1993)。Reducing warm-up decrement in the performance of the tennis serve。Journal of Sport & Exerecise Psychology,15,290-303。
9.
Irion, A. L.(1948)。The relation of "set" to retention。Psychological Review,55,336-341。
10.
Liu, Y. T., Mayer-Kress, G.,、Newell, K. M.(2004)。Beyond curve fitting to inferences about learing。Journal of Motor Behavior,36,233-238。
11.
Liu, Y. T., Mayer-Kress, G.,、Newell, K. M.(2006)。Qualitative and quantitative in the dynamics of motor learning。Journal of Experimental Psychology: Human Perception and Performance,32,380-393。
學位論文
1.
廖庭儀(2003)。自然回饋強度對運動技能學習曲線結構之影響(碩士論文)。國立臺灣師範大學。
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圖書論文
1.
Newell, K. M.(1986)。Constraint on the development of coordination。Motor development in children: Aspects of coordination and control。Boston。
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