本研究的目的在探討不同內外在分心物介入訓練後，對於籃球罰球線投籃準確度之影響。實驗參與者為2008年參加UBA大專籃球聯賽甲二級之選手共40名，並隨機分成四組：正常情境組；年齡為(20.2±1)歲、壓力情境組；年齡為(20.1±1.35)歲、聲音情境組；年齡為(20.2±0.92)歲、控制組；年齡為(20.1±1.25)歲，採實驗組、控制組前後測實驗設計，各組進行前測後再介入不同的訓練方法每組投籃的量與次數皆相同，每週訓練兩天，每天50次的投籃練習。正常情境組在安靜情境下投籃，壓力情境組於投籃前給予壓力（一顆不進10下伏地挺身）練習完處罰，聲音情境組於投籃過程中讓未受試者在旁手持加油棒以聲音干擾。經過介入訓練兩週後給予實驗者做後測之測驗；並採混合設計二因子變異數分析(Mixed desing Two-way ANOVA)分別進行考驗不同形式的情境訓練對籃球罰球線投籃準確性之影響。結果顯示，不同組別與前後測之間有交互作用關條存在(F=444, p<0.5)；經由單純主要考驗後得知，A因子（不同組別）在後測有達顯著差異;而B因子（不同測驗時間）與壓力情境有達顯著差異；而在前後測間有差異存在(F=6.36, p<0.5)，顯示出壓力組對投籃命中率的提昇有其訓練效果。在經由兩週不同情境之訓練後，在有情境的訓練中（壓力、聲音）於後測結果皆有訓練效果，且壓力組達顯著差異。由此表示壓力情境之受試者比其餘組別較有訓練效果。

This study is to explore different structures inside and outside distractions at post-intervention training for the basketball free-throw line shooting accuracy impact. Formal experiments in 2008 participants take part in college basketball UBA 2 A total of 40 players will be and were randomly divided into four groups: control group; age (20.2±1) years old, the pressure group contexts; age (20.1±1.35) years old, the voice of situational group; age (20.2±0.92) years old, the control group; age (20.1±1.25) years old, in the intervention group by the research and design of different training methods, each shot of the quantity and frequency of exercise are the same as twice a week, each times to practice shooting 50 times. Quiet group in a quiet shooting situations, pressure situations group shot prior to the pressure (10 push-ups when it's not in) exercises and punishment, the voice of situational group shot process so that subjects are not at next to handheld voice cheering stick to interference . After involvement in training two weeks after the experimenter to do given the post-test; and mining mixed design two-way ANOV A tests were carried out different forms of situational training on basketball free-throw line shooting accuracy of the impact. The results showed that different groups and there is interaction between the pretest and post-test relations exist (F=4.44, P<0.5); by the simple test we learned that the main, A factor in the post-test has significant differences; and B factor and pressure situations have significant differences; and there is at pretest and post-test differences exist between the (F=6.36, p<0.5), shows that the pressure group shooting has improved the effectiveness of their training. Through the different contexts in two weeks of training, there is at the training context (pressure, sound) in the post-test results of both training effect, and pressure groups are significant differences. Express the resulting pressure situations than the other groups of subjects have more training effect.