回饋策略之運用攸關於動作技能學習效果，視覺化回饋可促進對複雜動作技能的理解，不啻為學習的利器。目的：探討表現獲知 (KP) 訊息回饋與表現獲知 影像 (KP V) 訊息回饋介入對跆拳道品勢動作技能學習效果的差異。方法： 20 名跆拳道初學者 (年齡：11.50 ± 1.00 歲) 隨機分配至KP 組與PK V 組，每週實施兩次品勢教學，每次30 分鐘，為期四週，於回饋介入前、後實施太極一章動作技能測驗，所得資料以獨立樣本t 檢定、二因子混合變異數等進行統計分析。結果：(1) 教學後KP 及KP V 兩組之品勢動作技能表現均高於教學前；(2) 教學後KP 組與KP V 組兩組間未達顯著差異，但是KP V 組的學習表現有略好的趨勢。結論：教學過程中教師應適時給予表現獲知或影像的訊息回饋，尤其是利用影像的視覺化回饋，學習者更容易偵測錯誤、提升動作技能認知的理解， 促進動作技能修正與動機，建構最適當的動作學習模式，最終能將技能的最佳化模型儲存於長期記憶之中，符合「訊息視覺化」策略的論點。

The utilization of feedback tactics could make a difference in motor skill learning and visual feedback is an excellent tool to enhance the understanding of the complexity of a motor skill. Purposes: To compare the differences between knowledge of performance (KP) an d KP plus video demonstration (KP V) feedback interventions on taekwondo Poomsae learning. Methods: 20 taekwondo beginners (ages: 11.50 ± 1.00 years) were randomly assigned to the KP group and KP V group and accepted Poomsae lessons twice a week for 4 weeks. Each lesson lasted for 30 minutes. Tai Chi Chapter One skill tests were carried out on the first and last lessons. Independent sample t test, and mixed two -way ANOVA were employed to analyze the data. Results: (1) Poomsae performance was significant ly improved in both groups after 4 weeks teaching with both of these two types of feedback. (2) There were no significant differences between the KP and KP V groups, indicating the visual feedback had no significant effectiveness over verbal feedback but the KP V group showed a trend of superior performance. Conclusion: Verbal or video demonstration feedback should be given at the right teaching moment, In particular, visual demonstration feedback allows learners to more easily detect movement errors, facilitate the motor-cognition, enhance the learning motivation, and construct the optimal movement patterns into long term memory which is in line with the perspectives of ”information visualization” strategy.