籃球投籃距離對於命中率之影響－以台南市永康國中男子乙組籃球隊為例

Junior High Students to Discuss the Relationship between Shooting Distance and Scoring Rate

陳明君(Ming-Jung Chen)；劉于詮(Yu-Chuan Liu)；林郁捷(Yu-Jie Lin)；孫正諺(Cheng-Yen Sun)

投籃距離 ； 命中率 ； 國中生 ； shooting distance ； scoring rate ； junior high school student

兩岸運動訓練科學研討會論文集

2013（2013 / 12 / 01）

81 - 83

繁體中文

本研究在探討國中生投籃距離對於命中率表現之影響，研究受試者為國中男子乙組籃球隊的學生，採四個固定距離（距離一：2.25公尺、距離二：2.9公尺、距離三：5.8公尺、距離四：6.25公尺）測試20球。一個投籃點投5顆，投進一球得一分來計算。實驗流程以距離逐漸增加的方式進行，最後以相依樣本單因子變異數分析來比較實驗結果。結果顯示，距離越遠，命中率越低。而表現出的四個距離評量平均分數可作為教學評量上的參考（距離一平均分數為3.55分；距離二平均分數為2.65分；距離三平均分數為2.25分；距離四平均分數為0.9分。）。另外由統計結果發現距離會影響命中率，事後比較顯示除了距離二與距離三相比不顯著之外，其他均達顯著水準（p＜.05）。而結果也發現，距離二到距離三的距離增加幅度並非最小；但是其命中率的下降卻為最少，而且事後比較也發現距離二到距離三的成績未達顯著差異，顯示距離的改變並未對於這兩個定點成績的表現造成影響，推究其原因，可能是因為距離三為罰球線距離，而受試者對於在罰球線和靠近但小於罰球線距離投籃較為熟悉所導致。

This study is done for junior high students to discuss the relationship between shooting distance and scoring rate. The participants are the students in junior boys B basketball team. Four regular distances are set: (Distance one: 2.25m; Distance two: 2.9m; Distance three: 5.8m; Distance four: 6.25m). Each participant has twenty shots. Five shots for one regular distance, one point for a scoring shot. The whole process was done by gradually adding the distance, using Dependent samples ANOVA analysis to compare the results. Results showed that the farer the distance is, the lower the scoring rate is. Basing on these four average scores, we can take them as the reference for teaching plan. (Average score for Distance one: 3.55; AS for Distance two: 2.65; AS for Distance three: 2.25; AS for Distance four: 0.9). From the findings above we know that distance can influence the score rate. Furthermore, we compare the level of significance between each distance. Except the difference between Distance two and Distance three is not significant, the other all reached the significance level. (p＜0.5) Also, we found out that the addition from Distance two to Distance Three is not the slightest, but the descending of scoring rate is the slightest. Plus the finding that the scoring rate of Distance two and Distance three didn’t reach the level of significant, we can tell that the changing of these two distances didn’t cause the difference of scoring rate. The reason for this phenomenon is probably related to the fact that Distance three is the distance of free-throw line, and the participants are more familiar with this distance and the distance around it but nearer to the net.