回饋是影響動作技能學習的重要因素之一，除了提供表現結果訊息、糾正錯誤動作外，同時也具備增強與引起動機之功能。本研究之目的是探討體育專家教師在足球正面拋踢單元中教師回饋行為、學生練習試作成功率，與學習成就之間的關係。研究對象包括三位體育專家教師，以及其任教體育課之小學六年級男女學生共100位。在三節體育課中，全程以兩架攝影機拍攝教學過程，並以教師回饋觀察工具(Fishman & Tobey Teacher Feedback Observation System)分析教師回饋行為，及學生練習試作之統計。學生接受前、後測驗，以迴歸方程式計算學習成就殘差分數，並與教師回饋、練習試作，作相關性檢核。對教師進行訪談以瞭解其給回饋的緣由、及對學生進行刺激回憶訪談以檢核練習試作的情形。研究結果顯示：專家教師常在學生練習試作後，給予終點性的回饋；回饋的形式是以口頭讚美、處方性較多，且所提供的處方性回饋則以高度、遠度的中立因素居多；教師回饋後，通常會先觀察學生，認為無問題後才離開。專家教師回饋的頻率是每分鐘1.46次，每次平均10.18秒，而每次回饋後至離開的時間平均為1.58秒。在高、低技能學生練習試作成功率方面，高技能學生的成功率為85.5%、低技能學生為79%。專家教師回饋行為次數較多之類目與學生的練習試作成功率呈正相關；而次數較少的則呈負相關。另外高技能女生、低技能男女生的練習試作和學習成就呈正相關；在高技能男生則呈負相關。本研究結果發現專家教師的回饋行為影響學生的練習試作成功率，亦是影響學生學習成就的重要因素之一。

Feedback is one of the important factors that affects motor skill learning. It provides information about skill performance and correct motor skill, and reinforces and promotes learning motivation. The purpose of this research was to examine the relationships among feedback behavior of expert teachers in soccer punting lessons, the percentage of successful practice trial and learning achievement. The participants of this study were three expert teachers and their 100 sixth grade students. Each teacher taught three classes of soccer punting unit. These lessons instruction were taped by two video cameras for coding and analyzing teacher feedback behaviors and students’ practice trials. The systematic observation instrument used was Fishman & Tobey Teacher Feedback Observation System. Pretest and posttest were administrated to students for calculating residual gain scores. The relationships among residual gain scores, feedback behaviors and practice trial were examined. Individual interviews were administrated to expert teachers to understand the reasons for giving different feedbacks. Stimulated interviews were administrated to high-skilled and low-skilled students for checking the practice trials. Results indicated that teachers provided students with terminal feedback after practice trials. Verbal praise, and prescriptive feedback provided were more neutral and related to height and distance. Expert teachers stayed and watched after giving feedback. The feedback frequency per minute was 1.46 times, with an average of 10.18 seconds. The percentage of successful practice trial for high-skilled students was 85.5%, and low-skilled students were 79%. The relationship between the more frequent feedback and practice trial was positive, while the relationship between the less frequent feedback and practice trial was negative. Relationship between practice trials of high-skilled female, low-skilled (female and male) and learning achievement was positive. The relationship between practice trial of high-skilled male and learning achievement was negative. Teacher feedback behavior greatly affected students’ practice trials. It was one of the important factors that promote motor skill learning.

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