簡易檢索 / 詳目顯示

回結果列表
研究生： 陳温旬
Wen-Hsun Chen
論文名稱： 漸增情境干擾練習下動作表現與學習不受自我控制影響
Self-control has no effect in gradual contextual interference practice scheduling on motor performance and learning
指導教授： 卓俊伶
Jwo, Jun-Ling
學位類別： 碩士
Master
系所名稱： 體育學系
Department of Physical Education
論文出版年： 2014
畢業學年度： 102
語文別： 中文
論文頁數： 49
中文關鍵詞： 練習安排 、漸增情境干擾 、自我控制
英文關鍵詞： practice scheduling, gradual contextual interference, self-control
論文種類： 學術論文
相關次數： 點閱：197  下載：13 
分享至:
查詢本校圖書館目錄 查詢臺灣博碩士論文知識加值系統 勘誤回報

    • 本研究結合情境干擾與自我控制的概念，旨在探討漸增情境干擾練習的安排下，自我控制對動作表現與學習的影響。以24名年輕成人為實驗參與者，並隨機分派至漸增情境干擾練習自我控制組或漸增情境干擾練習自我控制對照組。實驗工作為三個由不同相對時宜比率所組成的N字型按鍵時宜動作，總動作時間均為1800毫秒。依變項為絕對誤差值、總變異值、與相對時宜誤差值，經2（組別）x 3（區間）混合設計二因子變異數分析，其中區間為重複量數，以及獨立樣本t考驗。結果發現：（一）在獲得期中，兩組的絕對誤差值、總變異值、相對時宜誤差值差異未達統計顯著水準；（二）在保留測驗中，兩組的絕對誤差值、總變異值、相對時宜誤差值差異未達統計顯著水準。依上述結果，本研究的結論為：（一）在漸增情境干擾的練習安排下，動作表現的準確性、穩定性與相對時宜準確性，不受自我控制的影響；（二）在漸增情境干擾的練習安排下，動作學習的準確性、穩定性與相對時宜準確性，不受自我控制的影響。

    Concepts of contextual interference and self-control were combined in this study. Effects of self-control on motor performance and learning under gradual contextual interference practice scheduling were examined. Twenty four young adult participants were randomly assigned into gradual contextual interference practice of self-control group or yoked group. Three “N” shape tasks with different relative timing but with the same overall duration (1800 ms) were used as experimental task. The dependent variables were absolute error, total variability, and relative timing error. 2 (group) x 3 (block) mixed design two-way ANOVA with repeated measures on blocks and independent t test indicated (1) absolute error, total variability, and relative timing error, were found no significant difference in acquisition phase; (2) absolute error, total variability, and relative timing error, were found no significant difference in retention test. These findings suggested that (1) There is no effect of self-control in gradual contextual interference practice scheduling on motor performance of motor accuracy, motor stability, and relative timing; (2) There is no effect of self-control in gradual contextual interference practice scheduling on motor learning of
    motor accuracy, motor stability, and relative timing accuracy.

    中文摘要............................................................................................................................... i 英文摘要............................................................................................................................... ii 謝誌........................................................................................................................................ iii 目次........................................................................................................................................ iv 表次....................................................................................................................................... vii 圖次....................................................................................................................................... viii 第壹章 緒論 ..................................................................................................... 1 第一節 問題背景...................................................................................................... 1 第二節 研究問題...................................................................................................... 5 第三節 研究的假定、限制與範圍............................................................................ 6 第四節 名詞解釋...................................................................................................... 7 第五節 研究重要性.................................................................................................. 10 第貳章 理論基礎與文獻探討 ..................................................................... 10 第一節 情境干擾效應............................................................................................... 11 第二節 情境干擾效應的限制與因應....................................................................... 13 第三節 自我控制練習............................................................................................... 15 第四節 文獻小結....................................................................................................... 17 三 第五節 假說............................................................................................................... 18 第參章 方法 .................................................................................................... 19 第一節 實驗參加者................................................................................................... 19 第二節 實驗儀器與實驗工作................................................................................... 19 第三節 實驗設計....................................................................................................... 21 第四節 實驗方法與程序........................................................................................... 21 第五節 資料處理與分析........................................................................................... 23 第肆章 結果 .................................................................................................... 25 第一節 動作表現的比較............................................................................................. 25 第二節 動作學習的比較............................................................................................. 29 第伍章 討論 .................................................................................................... 31 第一節 漸增情境干擾下自我控制對動作表現影響方面......................................... 31 第二節 漸增情境干擾下自我控制對動作學習影響方面......................................... 33 第三節 綜合討論......................................................................................................... 34 第陸章 結論與建議 ....................................................................................... 37 第一節 結論................................................................................................................. 37 第二節 建議................................................................................................................. 37 參考文獻 ........................................................................................................ 39 附錄.................................................................................................................... 43 附錄一 慣用手問卷.................................................................................................... 43 附錄二 研究參與同意書............................................................................................ 44 附錄三 各項統計分析摘要表與描述性統計結果.................................................... 45

    邱皓政 (2010)。量化研究法（二）：統計原理與分析技術。臺北市：雙葉。

    卓俊伶、林靜兒 (2007)。動作學習的理念與實務應用。國民體育季刊，36 (2)，46-50。

    張智惠、卓俊伶 (1997)。練習的安排：動作間與動作內的情境干擾。體育學報，23，299-310。

    葉俊良、卓俊伶、林靜兒、陳重佑（2007）。自我控制回饋對動作表現、學習及錯誤估計的效應。大專體育學刊，9 (1)，23-35。

    Al-Ameer, H., & Toole, T. (1993). Combinations of blocked and random practice orders: Benefits to acquisition and retention. Journal of Human Movement Studies, 25, 177-191.

    Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28, 117-148.

    Brady, B. (1997). Contextual interference and teaching golf skills. Perceptual and Motor Skills, 84, 347-350.

    Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Erlbaum.

    Chiviacowsky, S., & Wulf, G. (2002). Self-controlled feedback: Does it enhance learning because performers get feedback when they need it? Research Quarterly for Exercise and Sport,73, 408-415.

    Deci, E. L., & Ryan, R. N. (1985). Intrinsic motivation and self-determination in human behavior. NY: Plenum Press.

    Gentile, A. M. (1972). A working modle of skill acquisition with application to teaching. Quest, 17, 3-23.

    Guadagnoli, M. A., Holcomb, W. R., & Weber, T. (1999). The relationship between contextual interference effects and performer expertise on the learning of a putting task. Journal of Human Movement Studies, 37, 19-36.

    Guadagnoli, M. A., & Lee, T. D. (2004). Challenge point: A framework for conceptualizing the effects of various practice conditions in motor learning. Journal of Motor Behavior, 36, 212-224.

    Hall, K.G., & Magill, R. A. (1995). Variability of practice and contextual interference in motor skill learning. Journal of Motor Behavior, 27, 299-309.

    Hebert, E. P., Landin, D., & Solmon, M. A. (1996). Practice schedule effects on the performance and learning of law- and high-skilled students: An applied study. Research Quarterly for Exercise and Sport, 67, 52-58.

    Hodges, N. J., Edwards, C., Luttin, S., & Bowcock, A. (2011). Learning from the experts: Gaining insights into best practice during the acquisition of three novel motor skills. Research Quarterly of Exercise and Sport, 82, 178-187.

    Janelle, C. M., Barba, D. A., Frehlich, S. G., Tennant, L. K., & Cauraugh, J. H. (1997). Maximizing performance effectiveness though videotape replay and a self-controlled learning environment. Research Quarterly for Exercise and Sport, 68, 269-279.

    Keetch, K. M., & Lee, T. D. (2007). The effect of self-regulated and experimenter-imposed practice schedule on motor learning for tasks of varying difficulty. Research Quarterly for Exercise and Sport, 78, 476-486.

    Landin, D., & Hebert, E. P. (1997). A comparison of three practice schedules along the contextual interference continuum. Research Quarterly for Exercise and Sport, 68, 357-361.

    Lee, T. D., & Magill, R. A. (1983). The locus of contextual interference in motor skill acquisition. Journal of Experimental Psychology: Learning, Memory, and Cognition, 9, 730-746.

    Lee, T. D., & Magill, R. A. (1985). Can forgetting facilitate skill acquisition? In D. Goodman, R. B. Wilberg, & I. M. Franks (Eds.), Differing perspectives in motor learning, memory, and control (pp. 3-22). North-Holland: Elsevier Science.

    Lin, C. H., Wu, A. D., Udompholkul, P., & Knowlton, B. J. (2010). Contextual interference effects in sequence learning for young and older adults. Psychology and Aging, 25, 929-939.

    Magill, R. A. (2011). Motor learning and control: Concepts and applications (9th ed.). NY: MaGraw-Hill.

    Magill, R. A., & Hall, K. G. (1990). A review of the contextual interference effect in motor skill acquisition. Human Movement Science, 9, 241-289.

    Oldfiled, R. C. (1971). The assessment and analysis of handedness: The Edinburgh inventory. Neuropsychologia, 9, 97-112.

    Porter, J. M., & Magill, R. A. (2010). Systematically increasing contextual interference is beneficial for learning sport skills. Journal of Sports Sciences, 28, 1277-1285.

    Post, P. G., Fairbrother, J. T., & Barros, A. C. (2011). Self-controlled amount of practice benefits learning of motor skill. Research Quarterly of Exercise and Sport, 82, 474-481.

    Schmidt, R. A. (1975). A schema theory of discrete motor skill learning. Psychological Review, 82, 225-260.

    Schmidt, R. A., & Lee, T. D. (2011). Motor control and learning: A behavioral emphasis (5th ed.). Champaign, IL: Human Kinetics.

    Schmidt, R. A., & Bjork, R. A. (1992). New conceptualizations of practice: Common principles in three paradigms suggest new concepts for training. Psychological Science, 3, 207-217.

    Shea, J. B., & Morgan, R. L. (1979). Contextual interference effects on the acquisition retention, and transfer of a motor skill. Journal of Experimental Psychology: Human Learning and Memory, 5, 179-187.

    Simon, D. A., & Bjork, R. A. (2001). Metacognition in motor learning. Journal of Experimental Psychology: Learning, Memory, and Cognition, 27, 907-912.

    Titzer, R., Shea, J., & Romack, J. (1993). The effect of learner control on the acquisition and retention of a motor skill. Journal of Sport and Exercise Psychology, 15 , S84.

    Wegman, E. (1999). Contextual interference effects on the acquisition and retention of fundamental motor skills. Perceptual and Motor Skills, 88, 182-187.

    Wilde, H., Magnuson, C., & Shea, C. H. (2005). Random and blocked practice of movement sequences differential effects on response structure and movement speed. Research Quarterly for Exercise and Sport, 76, 416-425.

    Wright, D. L., Magnuson, C. E., & Black, C. B. (2005). Programming and reprogramming sequence timing following high and low contextual interference practice. Research Quarterly for Exercise and Sport, 76, 258-266.

    Wu, W., & Magill, R. A. (2011). Allowing learner to choose: Self-controlled practice schedules for learning multiple movement patterns. Research Quarterly for Exercise and Sport, 82, 449-457.

    Wu, W., & Magill, R. A. (2004).To dictate or not: The exploration of a self-regulated practice schedule. Journal of Sport and Exercise Psychology, 26, S202.

    Wulf, G., & Toole, T. (1999). Physical assistance devices in complex motor skill
    learning: Benefits of a self-controlled practice schedule. Research Quarterly for
    Exercise and Sport, 70, 265-272.

    Zimmerman, B. J. (1989). A social cognitive view of self-regulated academic learning. Journal of Educational Psychology, 81, 329-339.

    Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory Into Practice, 41, 64-72.

    下載圖示
    QR CODE