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題名:不同回饋方式對桌球發球技能學習成效之影響
書刊名:臺灣運動教育學報
作者:莊哲偉 引用關係林靜萍 引用關係
作者(外文):Chuang, Che-weiLin, Ching-ping
出版日期:2014
卷期:9:2
頁次:頁45-64
主題關鍵詞:口語加肢體協助口語加影像技能表現效果Verbal and body assistanceVerbal and video tapeSkill performance results
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:30
  • 點閱點閱:4
目的:本研究旨在探討不同回饋方式對桌球發球技能學習成效之影響。 方法:招募 36位無正手發球學習經驗之國小五年級學童為對象,依技能前測成績進行 S型能力分組,並隨機分派為口語回饋、口語加肢體協助、口語加影像回饋及控制組等四組。進行為期五天的實驗操弄,每天進行 20分鐘共 90球的練習,於第五天實驗結束後進行技能後測並在下一週進行保留測驗。所得成績以 PASW 18.0 for Windows版之統計程式,進行二因子混合設計變異數分析,考驗不同回饋方式在不同測驗時期間的技能表現效果與學習效果的差異。本研究之顯著水準定為α = .05。 結果:在技能前測時期實驗組與控制組無顯著差異。技能後測及保留測驗時期,實驗組皆顯著優於控制組,但三組實驗組間無顯著差異。 結論:一、提供不同回饋方式皆能有效促進桌球正手發球技能表現效果。二、提供不同回饋方式對於正手發球技能學習效果皆有正向幫助。建議:一、後續相關研究可持續探討在不同動作技能難度下,何種回饋的方式能夠有效增進桌球技能學習。二、回饋類型的選擇應以動作技能學習的複雜程度而定。
PURPOSE: The purpose of this study is to investigate the variation between different feedback methods to learning of table tennis students at forehand serve. METHODS: Thirty-six fifth grade students who were inexperienced in forehand serve were selected as subjects. Via skill pre-test, they were divided into four groups, these groups were: containing verbal feedback group, verbal and body assistance feedback group, verbal and video tape feedback group, and the control group. The experiment was conducted during a five day period, with sessions of twenty minutes each day using ninety balls. After the fifth day of the experiment, the post-test would be held and the retention-test would proceed the following week. The results were analyzed by two-way ANOVA mixed designs of PASW 18.0 for Windows. Significant levels as α= .05. RESULTS: There was no significant difference in the time before the skill test experimental group and control group. After the skills test and retention test period, the experimental group were significantly better than the control group, but no significant difference between the three experimental groups. CONCLUSION: 1. Each type of feedback can improve the skill of the forehand serve performance. 2. Each type of feedback has a positive impact for a student’s learning of the forehand serve. Suggestion: 1. Follow-up research on sustainable action in different technical difficulty, which can effectively enhance the way back snooker skill learning. 2. The decision of the feedback type should be selected by the complexity of movement learning.
期刊論文
1.陳榮章(20101200)。電腦影像回饋策略在合作學習情境下對國小學童棒球學習成效學習動機與互動行為之研究。運動與遊憩研究,5(2),86-99。new window  延伸查詢new window
2.陳凱智、林清香、蔡金霖、陳和德、林清和(20040600)。不同表現獲知對網球雙手反拍技能表現與保留的影響。文化體育學刊,2,83-92。new window  延伸查詢new window
3.陳光紫(20081200)。球體大小與選修次數對桌球正手擊球連續對打表現之影響。大專體育學刊,10(4),17-29。new window  延伸查詢new window
4.莊哲偉、林靜萍(20101100)。三種不同回饋方式對女性桌球初學者正手平擊球學習效果之研究。淡江體育,13,53-63。new window  延伸查詢new window
5.Guadagnoli, M.、Holcomb, W.、Davis, M.(2002)。The efficacy of video feedback for learning the golf swing。Journal of sport sciences London,20(8),615-622。  new window
6.劉啟帆、楊偉鈞、陳凱智(20050100)。三重回饋訊息對於網球發球技能學習之影響。彰化師大體育學報,5,116-127。new window  延伸查詢new window
7.王儀旭、周建智、邱仕友(20040900)。探討不同體育教學回饋策略模式介入對投擲學習效果的影響。復興崗學報,81,273-302。new window  延伸查詢new window
8.Darden, G. F.(1999)。Videotape Feedback for Student Learning and Performance: A Learning-Stages Approach。Journal of Physical Education, Recreation and Dance,70(9),40-45。  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.Lee, A. M.、Keh, N. C.、Magill, R. A.(1993)。Instructional effects of teacher feedback in physical education。Journal of Teaching in Physical Education,12(3),228-243。  new window
11.Magill, R. A.、Schoenfelder-Zohdi, B.(1996)。A visual model and knowledge of performance as sources of information for learning a rhythmic gymnastics skill。International Journal of Sport Psychology,27(1),7-22。  new window
12.陳秀花、詹建人、陳應仁(20040100)。雙重回饋訊息對三種網球技能學習之影響。成大體育,37(1)=40,77-87。new window  延伸查詢new window
13.楊淑雯、吳憲訓、陳妍伶、許嘉甫(20061000)。不同回饋訊息對排球高手傳球學習影響之研究--以某技術學院為例。吳鳳學報,14,333-341。  延伸查詢new window
14.駱俊霖、陳妍伶、張瑞興、黃杉楹(20060400)。不同外在回饋訊息模式對柔道大外刈技能學習之影響。交大體育,2,29-38。new window  延伸查詢new window
15.蘇耿賦、許宏哲、陳妍伶(20060600)。不同回饋訊息對排球低手傳球學習影響之研究。運動知識學報,3(1),42-53。new window  延伸查詢new window
16.林韓司(20031200)。影像回饋對羽球反手發短球動作技能學習的影響。臺東大學體育學報,1,21-37。new window  延伸查詢new window
17.駱俊霖、鄭吉祥、黃建人(20060600)。不同回饋訊息對柔道小內刈技能學習之影響。文化體育學刊,4,67-78。new window  延伸查詢new window
18.簡桂彬(20071200)。影像回饋對運動技能學習表現之探討。國北教大體育,2,75-84。new window  延伸查詢new window
19.Wallace, S. A.、Hagler, R. W.(1979)。Knowledge of performance and the learning of a closed motor skill。Research Quarterly. American Alliance for Health, Physical Education, Recreation and Dance,50(2),265-271。  new window
學位論文
1.Keh, N. C.(1992)。Students' use of teacher feedback during badminton instruction(博士論文)。Louisiana State University,Baton Rouge, Louisiana, LA。  new window
2.陳定國(2002)。不同技能表現獲知對體操技能學習之影響(碩士論文)。國立臺東師範學院,台東縣。  延伸查詢new window
3.林韓司(2004)。影像回饋對低運動能力學童技能表現之影響(碩士論文)。國立臺東大學。  延伸查詢new window
4.林逸松(2002)。體育專家教師回饋之研究(碩士論文)。國立臺灣師範大學。  延伸查詢new window
5.楊智能(2000)。影像回饋及其時宜對太極拳動作模仿學習的影響(碩士論文)。國立臺灣師範大學,台北市。  延伸查詢new window
6.簡桂彬(2001)。不同技能表現獲知對足球內側傳球技能表現的影響(碩士論文)。國立臺灣師範大學。  延伸查詢new window
7.黃秋芳(2003)。體育專家教師與生手教師回饋行為與教學思考之比較研究(碩士論文)。國立臺灣師範大學,台北市。  延伸查詢new window
8.夏淑琴(1999)。體育專家教師與生手教師之比較研究--以教師回饋為例(碩士論文)。國立臺灣師範大學。  延伸查詢new window
圖書
1.卓俊伶(2000)。運動心理學--動作學習。臺北市:行政院體育委員會:中華民國體育學會。  延伸查詢new window
2.Thorndike, E. L.(1931)。Human learning。New York:Appleton-Century-Crofts。  new window
3.Cratty, B. J.(1973)。Movement Behavior and Motor Learning。London:Henry Kimpton。  new window
4.林清和(1996)。運動學習程式學。臺北市:文史哲出版社。  延伸查詢new window
5.Schmidt, Richard A.(1988)。Motor Control and Learning: A Behavioral Emphasis。Human Kinetics。  new window
其他
1.Hand, M. J.,Sidaway, N. H. B.(1994)。The role of pre-response and post-response augmented learning variables in motor skill acquisition。  new window
圖書論文
1.卓俊伶(1998)。身心障礙學生的動作學習與技能發展。適應體育導論。台北市:教育部。  延伸查詢new window
2.闕月清(2000)。教師回饋與體育教學。運動心理學研究委員會89學年年度專書。臺北市:中華民國體育學會。  延伸查詢new window
 
 
 
 
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