探討運動學習時型態轉移現象可提供有關學習過程的訊息，因為處理複雜動作資料較為困難，多數研究者傾向探討簡單動作，因此對於複雜動作的學習過程仍有待釐清。目的：以表現結果及主成分分析，探討學習獨輪車運動時的型態轉移現象。方法：6名學習者於有欄杆的室內跑道學習獨輪車，每天練習30次，至少練習28天，並以達成連續三天放手騎乘21次以上為最終目標；每天記錄表現結果與動作時間，但每四天收取運動學資料，並以串聯每人每天有收取運動學資料的最好試作進行主成分分析。結果：6位學習者間第一次放手騎乘的時間相差達17天，個別差異頗大，且僅有三人在28天內達到最終目標。達成目標前放手率的SD顯著大於達成目標後。主成分分析可將36維資料縮減至5維，其中第一、三、五成分為腳踩踏板動作以及踩踏的關聯動作，第二與第四成分為手部的平衡動作，效果量顯示手部的動作幅度於學習初期較小，而後增大。結論：對於獨輪車學習者，達到穩定騎乘至少須練習20天的時間，學習時手部以及髖部的平衡動作顯示凍結自由度到釋放自由度的過程，且大幅度的平衡動作為獨輪車學習的必經歷程。

Exploring the transitions of different patterns may provide important information about learning a new skill. Due to the difficulty of analyzing the complex movement, researchers inclined to study simple tasks. Thus, the learning process of complex movement is still unclear. Purpose: Using the performance outcome and the Principal Component Analysis to examine the change of coordination patterns in unicycle learning. Methods: Six participants practiced unicycle riding in an indoor track with a railing on one side of the track. They had to ride 30 trials a session for at least 28 sessions until riding without any hand support for 21 trials in a session for 3 consecutive sessions. The movement time and performance outcomes were recorded for each trial, and the kinematics data were collected from the first and every 4th session. Principal Component Analysis was performed on the concatenated kinematics data of the best trials of all participants’ recording sessions. Results: The first appearance of the no-hand–support performance varied from the 5th practice session to the 22nd session. The variability of the performance outcome was significantly larger before reaching the final goal than after the final goal was reached. PCA could reduce the 36 variables to 5 components where the 1st, 3rd and 5th components were associated with the pedaling movement and the 2nd and 4th components were related to the arms balance movement. The result of effective value showed the range of the arms movement was increased. Conclusions: It takes at least 20 days to learn to ride a unicycle stably without hand support. The change of the range of arms movement revealed the process from freezing to release of the degrees of freedom of the coordinative structure, and the increase of the arms movement range was the necessary path to learning to ride a unicycle.

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