本研究以自我控制學習架構為範圍，比較自我控制工作難度與漸進工作難度對搖搖球的學習是否有所不同。實驗參加者27人平均分配於三組，一組為自我控制工作難度組（SCTD）另兩組為調降幅度5％與20％的漸進難度增加組（PID5、PID20），所有受試者在練習前接受30次試作前測，再經過五天共250次練習試作及30次立即保留後測後，於兩星期後再接受30次試作的長期保留後測。所收集的資料分別以獨立樣本單因子變異數分析及混合設計二因子變異數分析，檢驗三組試作成功率以及三組兩次保留測驗間學習進步率的差異。結果發現自我控制組有較高的成功率及進步率，而兩星期的保留較立即保留的表現為佳。SCTD的特徵在於練習時能調整工作難度，近一步檢查練習表現，可從SCTD中不同學習策略與後測的進步率相關情形，歸納出數個有助於進步的練習規則：
一、足夠的練習試作與高成功率是進步的基本要件。
二、不要陷入過長失敗試作的泥濘中，延長的失敗經驗或許會導致出對學習的負面影響。
三、為了能在練習後的休息中產生學習整合與強化作用，要設法以成功練習的試作結束練習。
自我控制學習策略或許不一定總是最理想的。在這個實驗中所發現自我
控制策略對學習有益的特徵或許可以讓我們用來幫助學習者架構練習計畫，
這樣他們就不用花太多的時間來探索自我控制學習策略而獲得學習上的益處。

Base on the framework of the self-controlled learning, this study investigated the differences between the practice schedule of progressively increasing difficulty and the self-controlled task difficulty in learning the Roller ball Task. There were 27 volunteers participated in this study who were evenly divided into three groups. One group practiced the task with a “Self-Controlled Task Difficulty” strategy (SCTD), the others practiced following a “Progressively Increasing Difficulty by 5% and 20%” strategy (PID5, PID20). All participants went through 30 trials pre test, followed by 250 practice trials over 5 days, and an immediate retention test and a two-week retention test. The success rates and improvement rates in three groups were analyzed using one way ANOVA and mixed design two way ANOVA, respectively. The results showed that the SCTD group had a higher success rate during practice and also had better improvement rate for the retention tests. The 2-week retention performance was better than the immediate retention performance. From the different strategies observed in the SCTD group along with the corresponding improvement rates in the post tests, several principles for improvement are proposed. First, enough practice trials and high success rate are the bases to improvement. Second, do not fall into a groove of unsuccessful trials for too long, prolonged unsuccessful experience may induce negative influence to the “to-be-learned” dynamics. Third, make sure to end a practice session with successful performances in order to let the positive consolidation/integration continue during the following break.
Self-controlled learning strategy may not always be optimal. The helpful characteristics of the self-controlled strategy that were uncovered in the study may be used in constructing practice plan for the learners so that they do not have to explore too long to benefit from the self-controlled learning strategy.

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