練習過程與動作學習的挑戰點假說

Challenge Point Hypothesis for Practice Process and Motor Learning

10.3966/102473002015032901002

王重引(Chung-Yin Wang)；卓俊伶(Hank Jun-Ling Jwo)

技能水準 ； 工作難度 ； 回饋 ； 練習安排 ； skill level ； task difficulty ； feedback ； practice scheduling

中華體育季刊

29卷1期（2015 / 03 / 01）

11 - 17

繁體中文

學習者的練習過程決定動作學習效果，必須考量的因素有學習者技能水準與工作難度。挑戰點假說是一個概念性的架構，旨在說明此兩者間之交互作用，藉以產生最佳的動作學習。本文首先說明挑戰點假說之基本概念，進而提出其在先前與動作學習有關的回饋與練習研究發現及批判，最後提出未來研究方向與實務應用的可能性。冀希本文提出之觀點可以供給動作學習研究與體育教學之依據，使學習者在透過最適挑戰點的安排之下，促進動作學習效果。

Motor learning effectiveness is determined by learner's practice process in that learner's skill level and task difficulty should be considered. Challenge point hypothesis (Guadagnoli & Lee, 2004) is a conceptual framework describing how the optimal motor learning is generated as a result of the interaction between learner's skill level and task difficulty. This article firstly described the basic concept of challenge point hypothesis. Then previous studies findings and criticisms of these motor learning related feedback and practice studies were provided. Finally, we proposed the future research directions and some possible applications. It was hoped that perspectives developed in this article could offer basis for motor learning research and physical education teaching, through the management of optimal challenge point.

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