段落練習與串聯練習對撞球控球表現與學習的影響－檢驗情境干擾假說

The Effects of Blocked and Serial Practice Schedules and Skill Level on the Learning of Pool Skill-Testing Hypothesis of Contextual Interference

10.6497/BSEPT.20051101_(7).0003

林星帆(Hsing-Fen Lin)；劉淑燕(Su-Yen Liu)

情境干擾 ； 練習安排 ； 段落練習 ； 串聯練習 ； 動作學習 ； contextual interference ； practice schedule ； blocked practice ； serial practice ； motor learning

臺灣運動心理學報

7期（2005 / 11 / 01）

37 - 52

繁體中文

情境干擾預測當進行高情境干擾的練習時，將有利於長期的動作學習，但將抑制短期的動作表現。本研究旨在檢驗大學生在段落與串聯練習情境之下其參數學習的撞球母球控球動作學習情形。實驗參加者為二十名男性大學生，平均年齡20.4±1.7歲，經測驗後分為高、低技能兩組，再將兩組的參加者隨機分派到段落與串聯練習組。實驗工作為將母球擊至球桌上三個不同的定點。在兩天的實驗期間，每一位實驗參加者進行36次的實驗工作試作，以及各9次立即與延遲的保留測驗。自變項為技能水準以及練習方式，依變項為代表動作準確性的絕對誤差(AE)值以及代表動作穩定性的變異誤差(VE)值。實驗結果經二因子變異數分析後發現：（一）練習方式無主要效果存在，這代表高技能＋段落組與高技能＋串聯組在其立即、延遲保留期的AE與VE皆無顯著差異；低技能＋段落組與低技能＋串聯組在其立即、延遲保留期的AE與VE亦皆無顯著差異；（二）技能水準有主要效果，這代表高技能組在其立即、延遲保留期的AE與VE皆顯著優於低技能組；（三）無交互作用存在。

Contextual interference predicts that practices under high contextual interference facilitate long-term motor learning but restrain short-term motor performance. The purpose of this study was to examine the effects of practice scheduling and skill levels on parameter learning of pool ball handling. Twenty undergraduates (mean age=20.4 ± 1.7 yrs) were divided into skilled and unskilled groups according to a skill test. Each of the group was randomly assigned to blocked or serial groups. Subjects practiced three shots with different distances on the table and preceded 36 trials during acquisition and then followed the immediate and delayed retention tests with nine trials respectively. Levels of skill and practice schedules were adopted as independent variables, while dependent variables were absolute error (AE) which represents accuracy and variable error (VE) which represents stability. Two way ANOVA was utilized for statistically analyses and the results are listed as follows: (1) There was no main effect of practice schedules indicating no statistically significant differences on both AE and VE between skilled-blocked and skilled-serial at the immediate and delayed retention, and (2) There was no main effect of skill levels indicating no statistically significant differences on both AE and VE between unskilled-blocked and unskilled-serial at the immediate and delayed retention, neither. (3) The skilled group performed better than the unskilled group on both AE and VE at the immediate and delayed retention. (4) There was no interaction of the two variables.

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