間斷性工作表現受到動作時間與速度影響，在截斷性運動中對空間、時間的準確性皆有所要求。了解時間瞄準工作表現如何受到動作時間與動作速度影響，並且探討練習後對於學習遷移範圍，可以提供在運動技能學習領域中一個參考之依據。目的：透過練習檢驗動作時間與速度對於時間工作學習的影響。方法：以十四位實驗參與者練習30cm/600ms的間斷性畫線工作四天共1000次試作，檢驗五種動作時間與速度的組合(30cm/600ms, 42cm/600ms, 18cm/600ms, 40cm/800ms, 20cm/400ms)，在前、後測間動作表現的差異。五種時間與速度的組合可分成相同動作時間不同速度(18cm/600ms, 30cm/600ms, 42cm600ms)及相同速度不同動作時間(20cm/400ms, 30cm/600ms, 40cm/800ms)，分別對動作表現進行3(情境) X 3(測驗)重複量變異數分析。結果：經過大量練習後30公分/600毫秒情境在所有依變項中顯示學習效果的特定性，後測與延遲後測相對於前測，皆有較好的時間工作表現，其他情境也有相同的趨勢。整體來看所有情境在時間工作後測與延遲後測的表現皆比前測好，顯示一般性學習的效果，但情境間的表現仍有差異。結論：練習對所有情境皆有學習效果，但學習效果受到距離影響，當相同動作時間時，較長的距離(快速)，可能需要有較快的加速率，因此只練習30公分/600毫秒情境不夠；當相同速度時，短距離短時間也需要較快的加速率才有辦法完成。進行1000次時間工作練習，可以提升練習情境的表現與相同動作時間及相同速度情境的表現。未來可增加控制組比較學習差異，以及以較困難的情境作為練習情境，探討除了以結果表現外，動力表現上(次動作、平均速度、峰值速度、加速率)的變化。

The distributions of movement performance are affected by movement time and velocity, and spatial and temporal accuracy are required in interceptive action. Understanding how motor performances are affected through practice and feedback, and the range of transfer effects from practice may add to our knowledge of motor behavior. Purpose: The aim of this study was to examine the effect of practice on timing tasks. Methods: Fourteen volunteers practiced 30cm/600ms discrete aiming task for four days, a total of 1000 trials, and the pre-test, post-test, and retention-test were conducted on five conditions (30cm/600ms, 42cm/600ms, 18cm/600ms, 40cm/ 800ms, 20cm/400ms) to examine the learning and transfer effects. Conditions were classified into the same velocity but different movement times (20cm/400ms, 30cm/600ms, 40cm/800ms), and the same movement time but different velocities (18cm/600ms, 30cm/600ms, 42cm/600ms). Repeated measure ANOVA were used to examine the effects of the 3 (condition) X 3 (test) on the movement time, velocity, success rate, absolute error, variable error, standard error rate and coefficient of variation. Results: The performance of the 30 cm/600 ms condition showed the practice effect of task specificity in all variables. Compared with the pre-test, the post-test and the retention-test both had better performances, and all other conditions also had the similar trend, showing the generality of practice effects, but there were still differences in performance between conditions. Conclusions: Practice had a general effect on all conditions, but the movement distance imposed a constraint on the learning effect. When the movement time is the same, a longer distance (fast-velocity) may require a faster acceleration rate, so only practice the 30cm/600ms condition did not provide sufficient movement dynamics to meet the demand; for the same velocity conditions, a faster acceleration rate is needed for a short distance and a short movement time to achieve the requirement. Practice 1000 trials of timing task can improve the performance of not only the practice condition but also the same movement time and the same velocity conditions. Future studies could employ the control group to compare the practice effects, and a more difficult condition can be used as the practice condition to explore the performance changes on additional dynamic variables such as sub-movement, average velocity, peak velocity, and acceleration rate.

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