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| 題 名 | 內在注意力焦點指導策略對控制階段蛙泳選手效益的影響=Effects of Internal Attentional Focus Guidance Strategy on the Effectiveness of Control Stage Breaststroke Swimmers |
|---|---|
| 作 者 | 陳羿揚; | 書刊名 | 應用心理研究 |
| 卷 期 | 83 2025.12[民114.12] |
| 頁 次 | 頁45-72 |
| 分類號 | 528.9014 |
| 關鍵詞 | 共同編碼理論; 約束行為假說; 動作技能學習; 運動技能學習; 運動控制; Common-coding theory; Constrained action hypothesis; Motor control; Motor learning; Motor skill learning; |
| 語 文 | 中文(Chinese) |
| DOI | 10.53106/156092512025120083002 |
| 中文摘要 | 內在注意力焦點為目前最主流的蛙泳指導策略。本研究以量化方式瞭解蛙泳技能處於控制階段學生採用完全無指導、事前給予內在注意力焦點指導或持續給予指導對選手游泳速度、花費時間、划手次數與效率(Swim-GOLF,簡稱SWOLF)與最適當指導策略差異。以便利取樣招募17位蛙泳技能處在控制階段的男性大專生,透過直接口述給予「快速划手與蹬挾腿」指導與錄製聲音置入耳機,模擬無指導、事前與持續內在指導三種情境,過程中以攝影機、計時器量化游泳速度、花費時間、划手次數、SWOLF與選手最佳指導策略排序;再以相依樣本單因子變異數分析釐清不同指導策略效果差異;再將選手選擇排序第一的指導策略以卡方同質性檢定進行考驗。三種不同指導策略對於控制階段選手,不論在速度、花費時間、划手次數、SWOLF皆未達顯著差異;而問卷統計結果,事前指導策略(47.1%)與持續內在指導(41.2%)皆顯著優於無指導策略(11.8%)。控制階段選手採用內在注意力焦點指導,不會因為事前或持續接收到指導內容指示,而對蛙泳的速度、花費時間、划手次數與SWOLF效果有所差異;但經問卷調統計後結果以事前指導策與持續內在指導同為最佳策略。建議教師或教練在教學或訓練控制階段選手蛙泳時,可直接採用事前內在焦點指導策略,或穿戴耳機持續給予動作提示,來協助提升蛙泳教學效益。 |
| 英文摘要 | Internal attentional focus has become the most mainstream instructional strategy for teaching breaststroke. The effects of unguided, pre-instruction, and continuous instruction conditions of internal attentional focus were compared on the swimming speed, completion time, stroke count, and efficiency (Swim-GOLF, abbreviated as SWOLF) measured with a camera and timer. Convenience sample of 17 male college students whose breaststroke skills were at the control stage were recruited to participate in the study. The verbal instruction "stroke and kick quickly" was either delivered directly (for pre-instruction), continuously through recorded audio played via earphones, or not delivered (for unguided). A one-way repeated measures ANOVA was conducted to examine differences among the instructional strategies, followed by a chi-square test of homogeneity to analyze participants' ranked-first instructional strategy. Results showed no significant differences among the three strategies in swimming speed, completion time, stroke count, or SWOLF, however, questionnaire results indicated that both the pre-instruction strategy (47.1%) and the continuous instruction (41.2%) were significantly preferred over the unguided condition (11.8%). It is therefore recommended that teachers or coaches can directly adopt either pre-instruction or continuous auditory cues through earphones when teaching or training breaststroke swimmers at the control stage to enhance instructional effectiveness. |
本系統中英文摘要資訊取自各篇刊載內容。