本研究的目的是在自然的教學情境下檢驗自我口語提示對羽球正手高遠擊球學習的效果及不同教學策略間其學習成就是否有差異，本研究也比較量的分數和質的分數之間是否有相關存在。
本研究的參與者為一位教學十年的資深體育教師，大學體育學系畢業，並從事專職體育教學活動，及其所授課之三個國一班級。平均每班人數約三十二人，男女合班上課，以班級為單位隨機分成自我口語提示組，回饋組與成自我口語提示加回饋組。在自然的教學情境下，經過兩週四次羽球正手高遠擊球教學與練習之後，實施羽球成就測驗，並於一周後實施保留測驗與訪談，取得技能測驗之量的分數和質的分數和訪談資料，使用單因子變異數分析、二因子混合設計、t-檢定和皮爾遜積差相關等統計方法處理成就測驗分數，以內容分析法處理訪談資料，經分析整理對照討論後，獲得下列結論：
一、自我口語提示對學習運動技能學習的質具有效果。
二、不同教學策略之間，其學習成就並無顯著差異。
三、技能量的分數和質的分數呈現正相關。

The purpose of this study was to examine the effects of self-verbal cueing during badminton forehand overhead stroke acquisition, and the differences of learning achievement across the three kinds of teaching strategies. The study also compared the correlation of the quantitative and qualitative badminton skill scores.
The participants of this study were ninety-six middle school students and one experienced physical education teacher who had been teaching in middle school for ten years. The students were in seventh grade classes. The classes were coed with the average of thirty-two students each. The three classes were randomly assigned to three groups: self-verbal cueing, feedback, and self-verbal cueing with feedback. The students received different teaching strategies in learning badminton forehand overhead stroke for four lessons in two weeks. The students were took pretest and posttest. Retention test was administered one week after the completion of the two-week lessons. The students were interviewed after the retention test. ANOVA, product movement correlation, t-test, and content analysis were used to analyze the data. The interview data revealed that self-verbal cueing was an effective strategy to enhance the students' badminton skill acquisition. The findings from the statistical analysis were as follows:
1. Significance effect of self-verbal cueing during badminton forehand overhead stroke was found.
2. No significance difference among three teaching strategies in learning achievement was found.
3. Positive correlation was found between the quantitative and qualitative badminton skill scores.