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題名：自我控制的觀察學習與回饋促進動作學習
書刊名：大專體育學刊
作者：陳孟文／林靜兒 引用關係
作者(外文)：Chen, Meng-wen／Lin, Ching-er
出版日期：2013
卷期：15:1
頁次：頁21-28
主題關鍵詞：自我控制回饋；青少年；保留測驗；遷移測驗；Self-controlled feedback；Adolescents；Retention tests；Transfer tests；體育教學；運動訓練；桌球
原始連結：連回原系統網址new window
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  • 被引用次數被引用次數:期刊(2) 博士論文(0) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:2
  • 共同引用共同引用:27
  • 點閱點閱:68
本研究旨在探討自我控制的觀察學習與表現獲知回饋對青少年動作表現與學習的效應。研究方法主要招募32名自願參與的男性青少年，隨機分派到自我控制影像示範加表現獲知回饋組與非自我控制對照組。依變項為桌球正手發下旋球測驗的得分值。實驗流程包含四個階段：同質性考驗、300次的獲得期試作、10分鐘後的立即保留與遷移測驗以及3天後的延遲保留與遷移測驗。結果發現在獲得期中，組別與區間的交互作用達統計上的顯著差異；立即與延遲保留測驗方面，組別×測驗的交互作用未達統計上的顯著差異，但組別與測驗的主要效果達統計上的顯著差異，立即保留測驗的得分值高於延遲保留測驗的得分值，且自我控制影像示範加表現獲知回饋組的得分值高於非自我控制對照組的得分值；在立即與延遲遷移測驗方面，組別×測驗的交互作用未達統計上的顯著差異，但組別與測驗的主要效果則達統計上的顯著差異，立即遷移測驗的得分值高於延遲遷移測驗的得分值，且自我控制影像示範加表現獲知回饋組的得分值高於非自我控制對照組的得分值。本研究結果為自我控制的觀察學習與表現獲知回饋比非自我控制對照組的青少年，在桌球正手發下旋球的動作技能上有較好的動作表現與學習。
The purpose of this study was to examine the effects of self-controlled observational learning and knowledge of performance (KP) feedback on motor performance and learning in adolescents. Thirty-two male adolescent participants were randomly assigned to self-controlled video modeling and KP feedback group or without self-controlled yoked group. Dependent variable was the score of the forehand backspin serve of table tennis. The experimental process consisted of four phases: homogeneousness test, 300 trials for acquisition phase, 10 minutes immediate retention and transfer test, and after 3 days delayed retention and transfer tests. The interaction of group × block was found statistical significance during acquisition phase. The interactions of group × test were not found statistical significance in immediate and delayed retention tests. However, the main effects of group and test were found statistical significance. The score of immediate retention test was higher than delayed retention test, and the score of self-controlled video modeling and KP feedback group was higher than without self-controlled yoked group. The interactions of group × test were not found statistical significance in immediate and delayed transfer tests. But the main effects of group and test were found statistical significance. The score of immediate transfer test was higher than delayed transfer test, and the score of self-controlled video modeling and KP feedback group was higher than without self-controlled yoked group. It was concluded that adolescents in self-controlled observational learning and KP feedback group were better than without self-controlled yoked group on motor performance and learning of forehand backspin serve of table tennis skill.
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。  new window
2.Wulf, G.、Shea, C.、Lewthwaite, R.(2010)。Motor skill learning and performance: A review of influential factors。Medical Education，44(1)，75-84。  new window
3.邱仕友(19880600)。桌球運動技術測驗的研究。復興崗學報，39，417-441。new window  延伸查詢new window
4.Chiviacowsky, S.、Godinho, M.、Tani, G.(2005)。Self-controlled knowledge of results: Effects of different schedules and task complexity。Journal of Human Movement Studies，49(4)，277-296。  new window
5.Weiss, M. R.、Ebbeck, V.、Rose, D. J.(1992)。“Show and tell” in the gymnasium revisited: Developmental differences in modeling and verbal rehearsal effects on motor skill performance。Research Quarterly for Exercise and Sport，63(3)，292-301。  new window
6.Wulf, G.、Raupach, M.、Pfeiffer, F.(2005)。Selfcontrolled observational practice enhances learning。Research Quarterly for Exercise and Sport，76(1)，107-111。  new window
7.方正銘、卓俊伶(20081100)。動作表現與學習的帶寬回饋及年齡效應。臺灣運動心理學報，13，21-38。new window  延伸查詢new window
8.Magill, R. A.、Schoenfelder-Zohdi, S. B.(1996)。A visual model and knowledge of performance as sources of learning a rhythmic gymnastics skill。International Journal of Sport Psychology，27(1)，7-22。  new window
9.Kernodle, M. W.、Carlton, L. G.(1992)。Information feedback and the learning of multiple-degree-of-freedom activities。Journal of Motor Behavior，24(2)，187-196。  new window
10.蕭存沂(20000700)。桌球運動中發球技術概念之介紹。臺灣體育，107，19-21。  延伸查詢new window
11.葉俊良、卓俊伶、林靜兒、陳重佑(20070300)。自我控制回饋對動作表現、學習及錯誤估計的效應。大專體育學刊，9(1)，23-35。new window  延伸查詢new window
12.Chiviacowsky, S.、Wulf, G.(2002)。Self-controlled feedback: Does it enhance learning because performers get feedback when they need it?。Research Quarterly for Exercise and Sport，73(4)，408-415。  new window
13.Janell, C. M.、Barba, D. A.、Frehlich, S. G.、Tennant, L. K.、Cauraugh, J. H.(1997)。Maximizing performance feedback effectiveness through videotape replay and a self-controlled learning environment。Research Quarterly for Exercise and Sport，68(4)，269-279。  new window
14.Janelle, C. M.、Singer, R. N.、Kim, J.(1995)。Subject controlled performance feedback and learning of a closed motor skill。Perceptual and Motor Skills，81(2)，627-634。  new window
15.Wrisberg, C. A.、Pein, R. L.(2002)。Note on learner’s control of the frequency of model presentation during skill acquisition。Perceptual and Motor Skills，94(3)，792-794。  new window
圖書
1.國立教育資料館(2007)。學校體育教材教法與評量--桌球。臺北市：國立教育資料館。  延伸查詢new window
2.Vincent, W.、Weir, J.(2012)。Statistics in kinesiology。Champaign, IL：Human Kinetics。  new window
3.Cohen, J.(1988)。Statistical power and analysis for the behavioral sciences。Hillsdale, NJ：Lawrence Erlbaum Associates。  new window
4.Gallahue, D. L.、Ozmun, J. C.(1998)。Understanding motor development: Infants, children, adolescents, adults。New York：McGraw-Hill。  new window
5.Kirk, Roger E.(1995)。Experimental Design: Procedures for the Behavioral Sciences。Brooks/Cole Publishing Company。  new window
6.Schmidt, Richard A.、Lee, Timothy D.(2011)。Motor control and learning: A behavioral emphasis。Human Kinetics。  new window
 
 
 
 
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