特定性的學習原則認為，動作技能是具有特定的性質並且僅能表面與其他類似技能相似，練習的情境要儘可能與比賽或測驗的動作工作、環境相符。變異性練習假說則源自於基模理論，主要之預測為變異性的練習有助於動作學習，並對動作表現產生暫時性的抑制現象。本研究旨在（一）將基模理論針對個體之遷移效果之預測擴展至個體對特定動作之保留效果方面；（二）本研究以有動作經驗之籃球員為對象，希望將以往針對初學者之研究結果擴展到動作技能熟習者。實驗參與者為高中男女籃球校隊球員共30名，平均年齡16.33±0.63歲，隨機分配成特定練習組、低變異練習組與高變異練習組。實驗參與者接受三天每天50次共150次之獲得期練習，特定組僅練習單一位置，變異組則將各位置依平均次數作隨機的順序分配；三天後將進行保留與遷移測驗。經單因子變異數分析並計算實驗處理效果的效果大小值發現：（一）變異練習的安排，對技能熟習之籃球員罰球動作在練習時的動作表現是沒有顯著不同。在動作學習方面則發現變異之練習安排對其亦未產生顯著影響。（二）針對籃球員以不同量的變異練習安排對其在罰球動作之動作表現未產生顯著影響。在動作學習方面，高變異量之保留學習明顯優於低變異量者，遷移學習則沒有顯著不同。

The specificity of learning principle believes that motor skill has specific characteristics and only its appearance can resembled other similar skill, and the practice condition should be consistent with the task, environment of competition or examination by every conceivable means. The variability of practice hypothesis is originated from schema theory. The main prediction is that the variability of practice is contributive to motor learning and produces temporary repression phenomena towards the motor performance. The purposes of this study were: (1) to expand the prediction of schema theory towards the shifting effect of individual to the retaining effect of individual towards specific action; (2) this study used experienced basketball players as participants to expand the previous study results that were aimed at the beginners to the persons with mature motor skill. The participants are 30 senior high school basketball players of boys and girls school team and the average age is 16.33 ± 0.63 years and were randomly distributed into specific practice group, low variability practice group and high variability practice group. The experiment participants accept three days of practice with 50 times of obtaining period practice per day and 150 times in totality. The specific group only practices single position, each position of the variability practice group was randomly distributed in proper order according to the average frequency; and transfer and retention tests were administered after three days. One way ANOVA revealed that: (1) for the basketball player with mature skill, the variability arrangement does not have significant difference in the motor performance of free-throw during practice. As for the motor practice arrangement, the variability of practice also does not produce significant influence towards the motor practice arrangement. (2) for the basketball players using different amount of variability of practice arrangement, it does not produce significant influence towards the motor performance of their free-throw action. In the motor learning aspect, the retention learning of high variability is significantly better than low variability, while the transfer learning does not have significant differences.

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林清山 (1992)。心理與教育統計學。台北市：東華。
朱聲漪（1998）。實用籃球教材與教法。台北市：中華民國籃球協會。
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