本研究旨在探討「不同注意焦點取向」的運用，對於初學者在準確性拋球動作之技能學習的影響。採新奇性工作的原則，要求實驗參加者以坐姿方式，採用非慣用手從事準確性拋球間斷動作學習。30名先前沒有本實驗工作經驗的大學男女生為本實驗參加者，隨機分成：(1)外在注意焦點取向組；(2)內在注意焦點取向組；或(3)混合注意焦點取向組等三組。實驗期間共計練習試做160次，包括：前測均質性考驗的10次練習試做、獲得期120次練習試做，以及十分鐘後立即保留與隔天所進行的隔天保留測驗各15次練習試做。本實驗除以動作表現的半徑誤差(RE)、變異誤差(VE)、以及動作表現錯誤比率(MPER)為依變項之外，進一步以問卷填寫的方式來獲知實驗參加者在正個實驗中，對於實驗操弄處置的配合程度，以及動作執行時的方式與感覺。於實驗中所測得的資料，經處理轉換成為依變相的分數之後，再分別以二因子混合設計變異數分析、杜凱氏HSD法事後比較法,進行統計顯著考驗。結果發現：(一)在本研究一全新間斷動作技能學習過程中，運用「外在注意焦點取向」的學習方式，會優於「內在注意焦點取向」的學習方式，尤其是在參加者的動作表現準確性、以及動作表現錯比率（MPER）方面較有助益。(二)在本研究一全新間斷動作技能學習中，「混合注意焦點取向」的學習方式會優於「內在注意焦點取向」的學習方式，尤其是在參加者的動作表現錯比率方面較有助益。(三)以半徑誤差（RE）來看，「不同注意焦點取向」可被視為一學習變項(learning variables)，而非表現變項；以動作表現錯誤比率（MPER）來看，「不同注意焦點取向」可被視為一學習變項，亦可被視為一表現變項(performance variables)。

The purpose of this study was to investigate the effects of direction within attentional focus on learning a motor task of ball throwing accuracy. By novelty principle, participants had to sit on a chair and throw balls with their non-dominant hand. Thirty university students who had no previous experience of the task were randomly assigned to one of the following three groups: (1) external direction of attentional focus group; (2) internal direction of attentional focus group; and (3) mixed direction of attentional focus group. Experimental trials included 10 trials for pretest to test the homogeneity of participants, 120 trials for acquisition, 15 trials for both 10-minute immediate retention test and one-day delay retention test. Other than radial error (RE), variable error (VE) and motor performance error rate (MPER) as dependent variables, questionnaires were administered to insight about participants’ perception during experiment. The experimental data were transformed into scores of proportion of dependent variables. Mixed Two-way ANOVA and Tukey’s HSD method were used for statistical analysis. Findings were as follows: (1) within the whole new discrete motor skill acquisition, the strategy of external direction of attentional focus was better than strategy of internal direction of attentional focus, especially for accuracy of task performance and motor performance error rate; (2) the strategy of mixed direction of attentional focus was better than strategy of internal direction of attentional focus, especially for motor performance error rate; and (3) based on the radial error, different direction of attentional focus was thought to be a learning variables, whereas based on the motor performance error rate, various direction of attentional focus was thought to be a performance variables.

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