| 摘要: | 本研究目的旨在探討不同背景干擾對網球搶打截擊技能表現與學習保留之影響。本研究對象以文化大學體育課選修網球課男生60名，平均身高175.23±7.04 cm；平均體重70.35±12.08 kg；平均年齡20.88±1.12歲為受試對象，其對象先前都無接受網球專業訓練經驗。經二週發球方搶打截擊、接發球方搶打截擊、澳洲式站位搶打截擊技能說明與學習後，依技能表現測驗，將成績排序並平均分配為:集團練習組、系列練習組、隨機練習組及控制組。正式實驗，施以四週，每週三次的實驗操作，並於實驗開始前、結束後及結束後隔週實施前測、後測與保留測驗。本研究以不同練習方式為自變項，以三種不同搶打截擊表現與保留為依變項，以二因子混合設計變異數分析，若交互作用達顯著，則進行單純主要效果檢定，再達顯著水準則進行Bonferroni事後比較。研究結果發現:一、不同背景干擾對網球搶打截擊技能表現的獲得階段達顯著差異。二、不同背景干擾對網球搶打截擊技能學習的保留階段達顯著差異。本研究結論:一、不同背景干擾對網球搶打截擊技能表現的獲得階段，背景干擾有利於技能的表現。二、不同背景干擾對網球搶打截擊技能學習的保留階段，背景干擾有利於技能的學習。
The purpose of this study is to investigate the impact of tennis poaching volley performance and retention of learning at different contextual interference. According to the study of Chinese Culture University, 60 members of boys electing courses of physical education majoring tennis has an average height of 175.23 ± 7.04 cm and average weight of 70.35 ± 12.08 kg, which there average age are 20.88 ± 1.12 years for this subject. These subject members have no previous experience of receiving professional training in tennis. After two weeks of training and practicing in skills of playing poaching volley as servicer, poaching volley as receiver, poaching volley in Australian Formation, the subject members are evenly divided as the following groups based on their performances with sorted skill marks: blocked practice group, serial practice group, random practice group and control group. This formal experiment eventually lasted for four weeks by training three times a week, pre-testing before the experiment, post-test at the end of experiment and retention test for one week after the experiment is carried out respectively to each of the subjects. In this study, different ways to practice is the independent variables, in order to intercept the performance of three different poaching volleys as the dependent variable, with two-way mixed design ANOVA. If the interactions are significance, then the simple main effect tests is carried out, and then carry up the significant standard of criteria, Bonferroni post hoc comparison is then complete. The results showed that: First, the effect of contextual interference on Tennis Poaching volley skill to obtain significant differences on stage. Second, significant differences on the retention phase. Conclusions of this study: First, different contextual interference on poaching volley tennis skills to the get stage during performance, the contextual interference is more conducive to skill performance. Second, different contextual interference on poaching volley tennis skills to retention period of learning, contextual interference is more conducive to skills learning. |
