本研究旨在探討不同回饋方式對桌球初學者正手平擊發球學習效果之影響。以36位無正手平擊發球學習經驗之國小五年級學童為對象，依技能前測成績分為口語回饋、口語加肢體協助、口語加影像回饋及控制組等四組。每組9人，平均年齡為11.26 ± 0.43歲，平均身高為145.26 ± 6.59公分。進行為期五天的實驗操弄，每天進行20分鐘共90球的練習，於第五天實驗結束後進行技能後測並在下一週進行保留測驗。所得成績以PASW 18.0 for Windows版之統計程式，進行二因子混合設計變異數分析，考驗不同回饋方式在不同測驗時期間的技能表現效果與學習效果的差異。若達顯著差異時，則進一步以單純主要效果檢定，若再達顯著差異時，以LSD事後比較加以考驗之。本研究之顯著水準定為α＝.05。本研究以半結構式訪談大綱進行訪談，藉以瞭解研究參與者在接收教師回饋訊息的思考情形，將訪談所得錄音資料謄寫成逐字稿，並加以整理歸類、擷取重要陳述句進行分析。得到以下結論：一、提供不同回饋方式皆能有效促進桌球初學者正手平擊發球技能表現效果。二、提供不同回饋方式對於桌球初學者正手平擊發球技能學習效果皆有正向幫助。三、提供結合多重回饋訊息對於學生思考的理解與轉化有相當的幫助。四、提供口語加影像回饋方式能提昇研究參與者對自我錯誤動作的偵察能力。五、提供口語加肢體協助回饋方式能幫助研究參與者體會動作上空間與時間的配合。

The purpose of this study was to investigate the variation between different feedback methods to learning of a novice table tennis at forehand flat serve. 36 5th grade students were inexperienced in forehand flat serve were selected as subjects. Via skill pre-test, they were divided into four groups, containing verbal feedback group, verbal and body assistance feedback group, verbal and video tape feedback group, and control group. Each group included 9 students (average11.26 ± 0.43years in age, average145.26 ± 6.59cm in height). The experiment was conducted during a 5 day period, with sessions of 20 minutes each day using 90 balls. After the 5th day of the experiment, the post-test would be held and the retention-test would proceed in the next week. The result was analyzed by two-way mixed design ANOVA. Tested to acquire the difference in skill of performance and learning during the different test time and feedback methods, the significant levels as α = .05. The interview was semi-structured in order to understand the thoughts of participants while they were receiving the feedback. Based on the analysis of research data, the findings of this study were as follows: 1. Each type of feedback can improve the skill of the forehand flat serve in a novice player's performance. 2. Each type of feedback has a positive impact to a novice player’s learning of the forehand flat serve. 3. The integration of all types of feedback has a positive influence to students’ comprehension and convertibility. 4. With the feedback of verbal and video tape, participants are much aware of their wrong movements. 5. Participants can understand more about the relation between space and time during the process via verbal and body assistance feedback.

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