本研究主要在比較法式滾球個人射擊擲準比賽中，五種排列方式及四種位置間的得分差異，並探討總得分的影響因子。以參加2007年男子世界杯法式滾球錦標賽射擊擲準比賽之47名選手為研究對象，並以選手的總分及各位置分數做為資料來源。以單因子變異數分析比較五種排列及四種位置間的得分差異，若達顯著水準，則以LSD進行事後比較。以總分為校標變項，以五種排列及四種位置的分數為預測變項，分別以逐步迴歸法進行預測。結果：（一）排列一的得分明顯高於排列三及排列四，排列五顯著高於排列二、排列三及排列四。（二）6、7、8公尺的得分明顯高於9公尺。（三）五種排列的得分可預測射擊擲準的總得分並可解釋總變異達96%。（四）四種位置的得分可預測總得分並可解釋總變異達100%。結論：（一）五種排列中以排列五最容易獲得高分，以排列三的困難度最高。（二）四個位置的得分從易到難依次是6公尺、7公尺、8公尺、9公尺。
The purpose of the study was to compare the difference of scores among the five ateliers and four stations of the shooting completion in petanque contest, and to discuss the affecting factors of the total scores. The samples were forty-seven players who participated in the shooting competition in 2007 Man Petanque World Championship. The players' total scores and the scores of five ateliers and four stations were used as data. The study compared the differences among the five ateliers and four stations with One Way Variable Analysis to test if there were any significant differences. If the significant differences were found, the study would continue comparing the data with LSD. The total scores were the valid variables, and the scores of five ateliers and four stations were the predicted variables. The study used the Stepwise Progression to promote the prediction. The results were as follows. (1) The scores of atelier one was notably higher than three and four. (2) The 6, 7, 8-meter scores were significant higher than that of 9-meter. (3) All of the scores of five ateliers could be used to predict the total scores and could account for the total variable up to 96%. (4) All of the scores of four stations could be used to predict the total scores and could account for the total variable up to 100%. To conclude, the study suggested that the atelier five gained the highest score easily but the atelier three had the most difficulty to gain higher scores among the five ateliers. Furthermore, the sequence of the four stations to get the scores from the easiest to the most difficult one was 6-meter, 7-meter, 8-meter and 9-meter accordingly.
