本研究在探討提供不同頻率的表現獲知，對國小學童學習排球肩上發球技能之影響。受試者為國小五年級男童(N=72)，共分為6組，各組接收KP的頻率分別為0%、20%、40%、60%、80%、100%，進行為期五週的排球肩上發球之技能學習，每週練習2次，每次發10顆球。所有練習試做完畢後，立即進行無任何回饋的發球準確度及技能品質之立即表現測驗，一週、三週後再進行發球精確度及技能品質之保留測驗。實驗所得資料，以單因子變異數分析、杜凱氏法事後比較進行統計分析。結果發現：各組發球精確度之立即表現成績間，無顯著差異，而技能品質之立即表現成績間，60%KP組、80%KP組顯著優於0%KP組。一週後發球準確度及技能品質的保留效果，各組間無顯著差異。三週後發球準確度的保留效果，各組之間沒有顯著差異；技能品質的保留效果，60%KP組顯著優於0%KP組。本研究結果經過討論後得到的結論為：在學習複雜的運動技能時，接收較高頻率的回饋訊息，方能建立基本的運動模式，有助於運動技能品質的學習保留。

The purpose of research was to study the effect of different frequency of knowledge of performance (KP) for elementary school students to learn volleyball serve above shoulder skill. All the subjects who participated in this study were 11-12 years boys and were divided into six groups, receiving the frequency of KP including: 0%KP, 20%KP, 40%KP, 60%KP, 80%KP, 100%KP. They had to learn the volleyball serve above shoulder for five weeks and practice twice a week. There were 10 trials for each time. All trials were finished that must be proceeding test the performance of serve skill without feedback at once. After a week and three weeks, the retention testing would be done again. All data of experiment were analyzed with one-way ANOVA and Tukey posteriori comparisons method. The results as follows: There is no significant difference for each group in the skill performance of serve accuracy, but in the skill quality, the 60%KP and 80%KP groups significant were better than 0%KP group. After a week, there was no significant difference for each group in the retention effect of accuracy and skill quality. After three weeks, all groups are no significant difference in the retention effect of skill’s accuracy, but the 60%KP was better than 0%KP group. In conclusion for the research: Learning complex motor skill receiving higher frequency of feedback information can establish fundamental motor skill model to benefit the learning retention of motor skill quality.

中文部份：
王秋容 (民84)。 結果獲知與表現獲知對運動技能學習的影響。國立台灣師範大學體育研究所碩士論文。
林清山 (民 87)。 心理與教育統計學。 臺北： 東華書局。
林清和 (民 85)。 運動學習程式學。 臺北: 文史哲出版社。
陳玉芬、卓俊伶 (民87)。 特定範圍結果獲知對高爾夫推桿動作之空間準確性與錯誤偵察的影響。 體育學報, 第二十五輯, 頁249-258。
彭鈺人 (民 82)。 體育測驗與測量。 臺北: 師大書苑。
楊育寧 (民 83)。 不同摘略結果獲知對運動技能學習效果的影響。國立台灣師範大學體育研究所碩士論文。
蔡秀桃 (民73 )。 不同結果的知識對兒童動覺學習的影響。 體育學報, 第六輯, 頁191-208。
顧毓群 (民79 )。 練習期間提供訊息方式與練習情境變化對運動技能學習的影響。 彰化師範大學學報, 第一期, 頁167-209。

外文部分：
Adams, J. A.(1971). A closed-loop theory of motorlearning. Journal of Motor Behavior, 3, 111-150.

Boyce, B. A.(1991). The effects of an instructional strategy with two schedules of augmented KP feedback upon skill acquisition of a selected shooting task. Journal of Teaching in Physical Education, 11, 47-58.

Gentil, A. M.(1972). A working model of ski11 acquistion with application to teaching. Quest, 17, 3-23.

Hebert, E. P., & Landin, D. (1994). Effects of a learning model and augmented feedback on tennis skill acquisition. Research Ouarterly for Exercise and sport,65,250-257.

Magill, R. A. (1993). Introduction and Augmented Feedback. Motor learning：Concepts and applications. 7,283-338.

Salmoni, A. W., Schmidt, R. A., & Walter, C. B. (1984). Knowledge of results and motor learning: Areview and critical reappraisal.

Schmidt, R. A.(1975). A schema theory of discrete motor skill learning. Psychological Review, 82, 225-260.

Schmidt, R. A.(1991). Motor learning and performance:From principles to practice.Champaign,IL:Human Kinetics.

Schmidt, R. A.,& Young, D. E. (1991). Methodology for motor learning: A paradigm for kinematic feedback. Journal of Motor Behavior, 23, 13-24.

Sidaway, B., Moore, B., & Schoenfelder-Zohdo, B. (1991). Summary and frequency of KR presentation effects on retention of a motor skill. Research Quarterly for Exercise and Sport, 62, 27-32.

Singer, R. N. (1968). Motor learning and human performance. London: Macmillian.

Weeks, D. L., & Kordus, R. N.(1998). Relative frequency of knowledge of performance and motor skill learning. Research Quarterly for Exercise and Sport, 69 (3), 224-230.

Winstein, C. J., & Schmidt, R. A.(1990). Reduced frequency of knowledge of results enhances motor skill learning. Journal of Experimental Psychology, 16, 677-691.

Young, D. E., Magill, R. A., & Shipiro, D. C.(1988). Motor programs as control structures for reversal movements: An examination of rapid movements and unexpected perturbations.

Young, D. E., & Schmidt, R. A.(1992). Augmented Kinematic feedback for motor learning. Journal of Motor Behavior, 24, 261-273.