本研究以社會學習理論與動作學習理論為基礎，探討不同訊息策略運用對韻律體操-繩動作技能學習之影響。以四十名師範學院女生為實驗參加者，隨機分配成安靜示範組、示範加口語提示組、示範加詳細回饋組和示範加口語提示加詳細性回饋組等四組；實驗期間為一天，共練習四十次，隔天實施保留練習十次，實驗結果經混合設計二因子變異數分析後發現：有提供訊息策略組的學習效果達統計上顯著水準（p＜.05）；不同方式訊息策略運用的學習效果未達統計上顯著水準；單一或綜合訊息策略運用的學習效果未達統計上顯著水準。從上述實驗結果，獲得本研究的結論如下：在全新動作技能學習時示範加口語提示策略組、示範加詳細回饋策略組、示範加口語提示加詳細回饋策略組的學習效果優於安靜示範組；示範加口語提示策略與示範加詳細回饋策略二組並無明顯不同的學習效果；結合口語提示和詳細回饋策略組的動作技能學習效果並沒有比單獨提供口語提示策略或單獨提供詳細回饋策略組優勢。

Based on social learning theory and motor learning theories, the purpose of this study was to investigate the effects of different information strategies on rhythmic gymnastics-rope skill learning. Forty female normal college students were randomly assigned to the following groups: silent model, verbal cue plus model, elaborative feedback plus model, and verbal cue plus elaborative feedback plus model. Participants practiced for 40 trials on one day followed by 10 retention trials on the next day. Acquisition and retention scores were analyzed using mixed-designed two-way ANOVA. The findings were as follows：There was a significant difference when information strategies was provided and when information strategy for motor skill was not provided（p＜.05）. In different information strategies there was no significant difference for motor skill；There was no significant difference between the single information strategy and the combination information strategies for motor skill. It was concluded that verbal cue plus model, elaborative feedback plus model, verbal cue plus elaborative feedback plus model was significantly higher than the group who practiced the skill using only silent model；the group provided verbal cue plus model strategy was not superior to the elaborative feedback plus model strategy；the group combination of verbal cue and elaborative feedback strategies provided no additional advantage over either verbal cue plus model or elaborative feedback plus model.

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