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研究生: 鄭麗媛
Li-yuan Cheng
論文名稱: 不同訊息策略運用對韻律體操-繩動作學習的影響
The Effects of Information Strategies on Rhythmic Gymnastics-Rope Skill Learning
指導教授: 簡曜輝
Chien, Lau-Hoei
學位類別: 碩士
Master
系所名稱: 體育學系
Department of Physical Education
論文出版年: 2003
畢業學年度: 91
語文別: 中文
論文頁數: 60
中文關鍵詞: 口語提示詳細性回饋韻律體操
英文關鍵詞: Verbal Cue, Elaborative Feedback, Rhythmic Gymnastics
論文種類: 學術論文
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  • 本研究以社會學習理論與動作學習理論為基礎,探討不同訊息策略運用對韻律體操-繩動作技能學習之影響。以四十名師範學院女生為實驗參加者,隨機分配成安靜示範組、示範加口語提示組、示範加詳細回饋組和示範加口語提示加詳細性回饋組等四組;實驗期間為一天,共練習四十次,隔天實施保留練習十次,實驗結果經混合設計二因子變異數分析後發現:有提供訊息策略組的學習效果達統計上顯著水準(p<.05);不同方式訊息策略運用的學習效果未達統計上顯著水準;單一或綜合訊息策略運用的學習效果未達統計上顯著水準。從上述實驗結果,獲得本研究的結論如下:在全新動作技能學習時示範加口語提示策略組、示範加詳細回饋策略組、示範加口語提示加詳細回饋策略組的學習效果優於安靜示範組;示範加口語提示策略與示範加詳細回饋策略二組並無明顯不同的學習效果;結合口語提示和詳細回饋策略組的動作技能學習效果並沒有比單獨提供口語提示策略或單獨提供詳細回饋策略組優勢。

    Based on social learning theory and motor learning theories, the purpose of this study was to investigate the effects of different information strategies on rhythmic gymnastics-rope skill learning. Forty female normal college students were randomly assigned to the following groups: silent model, verbal cue plus model, elaborative feedback plus model, and verbal cue plus elaborative feedback plus model. Participants practiced for 40 trials on one day followed by 10 retention trials on the next day. Acquisition and retention scores were analyzed using mixed-designed two-way ANOVA. The findings were as follows:There was a significant difference when information strategies was provided and when information strategy for motor skill was not provided(p<.05). In different information strategies there was no significant difference for motor skill;There was no significant difference between the single information strategy and the combination information strategies for motor skill. It was concluded that verbal cue plus model, elaborative feedback plus model, verbal cue plus elaborative feedback plus model was significantly higher than the group who practiced the skill using only silent model;the group provided verbal cue plus model strategy was not superior to the elaborative feedback plus model strategy;the group combination of verbal cue and elaborative feedback strategies provided no additional advantage over either verbal cue plus model or elaborative feedback plus model.

    授權書……………………………………………………………………Ⅰ 口試委員與系主任簽字證書……………………………………………Ⅱ 中文摘要…………………………………………………………………Ⅲ 英文摘要…………………………………………………………………Ⅳ 謝誌………………………………………………………………………Ⅴ 目次………………………………………………………………………Ⅵ 表次………………………………………………………………………Ⅶ 圖次………………………………………………………………………Ⅷ 第壹章 緒論………………………………………………………………1 第一節 問題背景…………………………………………………………2 第二節 研究問題與假說…………………………………………………6 第三節 研究限制…………………………………………………………7 第四節 名詞解釋…………………………………………………………7 第五節 研究的重要性……………………………………………………9 第貳章 理論基礎與文獻探討……………………………………………2 第一節 觀察學習理論………………………………………………….12 第二節 動作學習理論………………………………………………….13 第三節 相關文獻……………………………………………………….15 第四節 文獻探討總結………………………………………………….20 第參章 研究方法……………………………………………………….22 第一節 實驗參與者…………………………………………………….22 第二節 實驗設計……………………………………………………….23 第三節 實驗設備與動作……………………………………………….23 第四節 實驗程序……………………………………………………….25 第五節 資料處理與分析……………………………………………….27 第肆章 結果與討論…………………………………………………….30 第一節 信度考驗之分析……………………………………………….30 第二節 不同組別與期間之比較……………………………………….31 第三節 討論…………………………………………………………….36 第伍章 結論與建議…………………………………………………….42 第一節 結論…………………………………………………………….42 第二節 建議…………………………………………………………….43 參考文獻………………………………………………………………..45 附錄一 實驗參加者須知及同意……………………………………...51 附錄二 回饋類目參照表……………………………………………...52 附錄三 本研究專家效度名單………………………………………...53 附錄四 ES值之計算公式……………………………………………...54 表次 表一 組別與期間基本資料表………………………………………..31 表二 同質性考驗變異數分析摘要表………………………………..32 表三 各組與期間變異數分析摘要表………………………………..33 表四 各組事後比較摘要表…………………………………………..34 圖次 圖一 實驗流程圖……………………………………………………..29 圖二 各區間動作技能的平均數表現曲線圖………………………..35

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