本研究目的旨在探討不同相對頻率的結果獲知回饋對網球正手擊球準確性的影響。研究對象為某大學男學生且未學習過網球之相關動作者並分為四組，每組20人，共80名。分別為100%、50%、20%和0%結果獲知（KR）組，依不同組別給予回饋後紀錄其網球落地準確性得分，並以網球落點之區域來判定其得分高低。本研究以不同回饋組別（100%KR、50%KR、20% KR及0%KR）及測驗別（前測、立即測及保留測）為自變項，擊球準確性得分為依變項，採混合設計二因子變異數分析加以考驗，若交互作用有顯著，則以單純主要效果進一步加以考驗，以驗證其差異性。本研究的顯著水準訂為α=.05。研究結果指出：一、不同組別及測驗別有交互作用關係存在。在組別中，100%KR、50% KR及20%KR的表現優於0%KR；在測驗別中，立即測及保留測的表現均優於前測。本研究結論：經由回饋可提升網球正手擊球的準確性，而習得的技能歷經一段時間的儲存會產生進步的效應。

This research objective is to discuss with influence of knowledge of result learning feedback of different relative frequency to tennis forehand accuracy. Research targets are a total of 80 men students of University without learning tennis forehand knowledge and operation. They are divided into 4 groups, 20 persons for each, namely, 100%, 50%, 20% and 0% of knowledge of result (KR). Record tolerance according to different group feedback then calculate accuracy score. This research uses different feedback groups (100%, 50%, 20% and 0%KR) and test (previous, instant and retained measurement) as dependent variables, accuracy score are dependent variables. Use mixed design two-factor ANOVA for checking. Check simple main effect and verify difference if interaction is significance. The significance level of this research is α=.05. Research results show that first, accuracy score has on interaction in different groups and tests. Second, on groups, 100%, 50% and 20%KR performance is better than 0%KR; third, on tests, instant and retained measurement performance is better than previous measurement. This research conclusion is that tennis forehand accuracy can enhance by feedback, and learned skills have a progressive effect through storage over a period of time.