本研究運用學習者擊球影片培養初學者網球運動技能，初學者透過對影片的
註記，指出自己擊球動作的問題，以增進自己的網球技能。
　　本研究將學習者分為三組，傳統教學組、影片組、影片註記組。傳統教學組
採傳統教學方式，影片組可以觀察上課時自己練習擊球的影片，影片註記組則可
以在自己擊球的影片上註記某一動作所觀察到的問題；而三組學習者皆可以觀看
教師示範影片。藉此比較提供個人練習擊球影片及在練習影片中進行註記對初學
者網球技能學習的影響。
　　研究結果發現，影片組及影片註記組的學習方式能夠幫助網球初學者提升學
習成效，影片註記組顯著優於影片組及傳統教學組，而影片組的學習表現也優於
傳統教學組。此外，影片註記組的反思品質也優於其他二組，學生可以藉由註記
回顧之前的錯誤，更加了解自己動作上的問題並嘗試改進。
　　本研究最後根據研究歷程與結果提出建議，供未來網球教學相關研究參考。
首先，建議增加網球擊球測驗的實施次數以收集更完整的學習歷程資料；此外，
建議記錄學生在反思上花費的時間，釐清反思的歷程及對學習負荷造成的影響；
建議教師給予學生適當的鼓勵以提升學習動機；最後，建議擴展網球技能的範圍，
進一步探討影片與影片註記對正反手落地擊球以外動作學習的影響。

This study uses learner's practicing videos to develop tennis beginners' skills. Through annotating on the practicing videos help beginners point out problems of their batting movements and improve their tennis skills.
We divided all learners into three groups, including the traditional teaching group, the video-feedback group, and the video-annotation group. The traditional teaching group adopts traditional tennis teaching methods, the other groups can watch their practice videos after class, in addition, the video-annotation group can annotate the observed problems on their practice videos. In addition, all three groups of learners can watch the teacher demonstration videos. Through this design to compare the impacts of providing video-feedback and video-annotation on beginner’s learning tennis.
The results of the study found that the learning methods of the video-feedback group and the video-annotation group can improve tennis beginners’ learning effectiveness. The video-annotation group performed better than the other groups, and the learning performance of the video-feedback group is better than the traditional teaching group. In addition, the reflection quality of the video-annotation group is better than the other two groups. The annotations help learners to review their previous mistakes, more realized their movement problems, and try to improve them.
According to the process and results of this study, some suggestions are put forward for reference in future tennis teaching related research. First of all, we recommend increasing the times of tennis performance tests to collect more complete learning process data. In addition, it is recommended to record the time students spend on their reflections to clarify their reflection process and the impact on the learning load. We also suggest teachers encourage students appropriately to enhance learning motivation.
Finally, future studies could expand the scope of tennis skills and further explore the impact of video feedback and video annotations on the learning of other sports.

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