練習過程中的期望程度決定動作學習效應

Levels of Expectancy During Practice Course Determined Motor Learning Effects

10.5297/ser.202012_22(4).0003

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

自我效能 ； 挑戰點假說 ； 工作難度 ； self-efficacy ； challenge point hypothesis ； task difficulty

大專體育學刊

22卷4期（2020 / 12 / 31）

316 - 327

繁體中文;英文

在動作學習的研究中，必須考量心理變項對動作學習的影響。過去研究發現學習者對於較佳表現的期望，會影響學習者的動作表現及其對於該工作的自我效能，而挑戰點假說預測適當的工作難度可以使學習者產生最佳的動作學習效果。本研究旨在探討高期望之工作能夠促進學習者的動作表現及自我效能，且不同程度之期望能造成認知努力的差異而影響動作學習。24名實驗參與者經隨機分派至高期望、中期望與低期望組。各組依據學習者完成工作之主觀期望的目標大小進行曲臂推塊動作。獲得期中總共進行60次試作，期間請參與者填寫自我效能量表，並於獲得期所有試作結束後填寫工作負荷指數量表。間隔24小時後，進行12次的保留測驗試作。結果發現，在獲得期中，各組之動作表現無顯著差異，但中期望組的工作負荷指數則顯著高於高期望組與低期望組，且高期望組與中期望組的自我效能分數顯著高於低期望組；在保留測驗中，中期望組的絕對誤差顯著低於高期望組與低期望組；工作負荷指數與動作學習有顯著相關。本研究結論：一、練習過程中的期望較高能提升學習者自我效能，但對動作表現則無法隨之提升；二、相對中等的期望增加學習者的認知努力，並促進動作學習；三、認知努力與動作學習效果有關聯。

In motor learning research, the influence of psychological variables should be considered. Previous studies found that learners' expectancies of good performance for a task could affect motor performance and self-efficacy. In addition, the challenge point hypothesis predicts that setting an appropriate task difficulty could offer learners a maximum motor learning effect. This study aims to explore whether learners' higher perceived expectancies would facilitate motor performance and self-efficacy, and different levels of expectancies can cause differences in cognitive effort that affect motor learning. Twenty-four participants were randomly assigned to high expectancy, medium expectancy, or low expectancy groups. In each group, learners performed a puck-shuffling task, with certain target size determined by their subjective expectancy for completing the task. In the acquisition phase, participants first completed 60 trials of the task and self-efficacy scales. A National Aeronautics and Space Administration Task Load Index (NASA-TLX) questionnaire was filled thereafter. A retention test with 12 trials was applied after 24 h. Results of this study showed that in the acquisition phase, no significant difference was found in motor performance among each group. However, the TLX of the medium expectancy group was significantly higher than that of the high and low expectancy groups, while the high and medium expectancy groups showed higher self-efficacy compared with the low expectancy group. As to the retention phase, the medium expectancy group showed the lowest absolute error among the groups. A positive association was found between the TLX and motor learning effect. We conclude that the (1) learners with higher expectancy during the practice course increased self-efficacy, but could not increase motor performance; (2) relatively moderate expectancies increase learners' cognitive effort and promote motor learning, and (3) cognitive effort was associated with motor learning effect.

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