本研究主要目的在探討學習程度、影像回饋與測驗階段對大學生高爾夫擊球距離之影響。本研究受試對象為南部某科技大學選修高爾夫球運動與指導課程 43名大學生，男生 28人和女生 15人。以學習程度分為初學組及進階組，分配至標準動作教學影像回饋組與口頭加自我動作影像加標準動影像回饋的綜合影像回饋組，回饋介入時間為 10週，每週一次，每次 10分鐘。本研究自變項為不同的影像回饋方式、學習程度及三個測驗期，依變項為高爾夫擊球距離，採混合設計 2×2×3三因子變異數進行分析考驗；若交互作用有顯著則進行單純交互作用考驗，並對有顯著者進行單純單純主要效果考驗，統計顯著水準定為 α＝ .05。本研究結論為影像回饋與測驗階段對擊球距離之二因子交互作用達顯著水準，綜合影像回饋能有效提升受試對象高爾夫擊球距離。本研究顯示多重影像回饋有助於提升運動表現成效，未來可以用於高爾夫教學上，進而提升學生學習成效。

The primary purpose of this study was to investigate the effects of the golf learning degree, video feedback and testing phase on golf stroke among college students. There were 43 college students, male=28, female=15 drawn from a University of Southern as the subjects. Subjects were divided into proficient and novice learners depending on their golf learning experience, and were assigned to the standard video group and composite video group. The composite video group was composed of verbal feedback, self-video feedback and standard video feedback. The video feedback lasted for ten minutes each time and once a week for ten weeks. The independent variables were golf learning degree, video feedback and measurement occasion while the dependent variables were golf distance and consistence score. Three-way mixed design ANOVA was conducted. If the effects reached a significant level, then a simple interaction effects test would be conducted. If the effects reached a significant level, then a simple simple main effects test would be conducted. The α level was set at .05. The following conclusions were obtained: The two-way interations between video feedback and measurement occasion on golf distance were found. The composite video feedback has effectively improved the hitting distance. Findings suggested that giving multiple video feedback helped performance. Further can be used for golf teaching to enhance students learning.