以反應連結假說的觀點而論，個體在完成一項動作行為後，會對先前行為產生一個回饋參照機制。本研究主要是藉由給回饋的方式，引導學習者將注意焦點放於外在有利動作執行的線索當中，探討不同頻次高低(0%、100%、50%Est.)的錯誤估計 (error estimation, 簡稱Est.)，在進行柔道浮腰動作表現與學習上的效應。以30名(平均年齡為20.5 ± 0.5歲)沒有柔道浮腰動作練習經驗的大學生為實驗參與者，隨機分成：(1)0%Est.的外在焦點回饋組；(2)100%Est.的外在焦點回饋組；和(3)50%Est.的外在焦點回饋組等三組。依變項為參與者浮腰動作型式(共計有手、膝、腳、與身體轉動四個部位)之得分。實驗結果經混合設計二因子(錯誤估計頻次 × 試做區間)變異數分析，其中試做區間為重複量數，結果發現：(1)在獲得期中，不同錯誤估計頻次的組別與試作的區間之交互作用達統計上的顯著差異(F(2, 27) = 3.2, p < .05, ES = 0.35, Power = 1.00)；(2)在保留測驗中，不同錯誤估計頻次的組別與試作的區間之交互作用未達統計上的顯著差異(F(2, 27) = 1.6, p > .05, ES = 0.14, Power = 0.31)，但在不同頻次組別間的單純主要效果達統計上的顯著差異(F(2, 27) = 6.0, p < .05, ES = 0.31, Power = 0.85)。依據上述結果，本研究所得結論為：(1) 不同錯誤估計頻次的安排，對浮腰動作表現有影響，且影響程度依據試做的區間有所不同；(2)不同錯誤估計頻次的安排，對浮腰動作學習有影響，且100%頻次的錯誤估計較0%頻次與50%頻次有正面的獲益。

Feedback comparative mechanism could occur from the previous response, which according to the Response-chaining Hypothesis regarded that participant finished the movement behavior. The purpose of this study was to investigate the effects of frequency of error estimation (Est.)(0%, 100%, 50%) under external-focus feedback on performance and learning of Uki-Goshi in judo. Feedback would guide learner’s attention to focus on external environment cues, and could facilitate movement to execute. Participants (N = 30, mean age = 20.57 yrs., SD = 0.58 yrs.), who didn’t have Uki-Goshi practice experience, were randomly assigned to one of the three groups, (1) 0%Est. external-focus feedback, (2) 100%Est. external-focus feedback, and (3) 50%Est. external-focus feedback. Dependent variable were scores of Uki-Goshi pattern (including four components: hand, knee, feet, and turn of body). Mixed-design two-way ANOVA (frequency of Est. × blocks) with repeated measures on blocks, revealed that (1) Interaction effects were found during acquisition in different frequency of estimated groups and blocks (p < .05, ES = 0.35, Power = 0.98), (2) During retention test, no interaction effect was found (p > .05), but significant different was found in groups (p < .05, ES = 0.40, Power = 0.84). It was concluded that (1) Different frequency of Est. had positive effects on Uki-Goshi performance and the degree of effect was up to the blocks of trials, (2) Different frequency of Est. had effects on Uki-Goshi learning, and 100% of Est. had more positive benefits than that of 0% and 50% Est.

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