| Summary: | 碩士 === 國立臺灣師範大學 === 體育學系 === 105 === Practice and feedback are two important variables in the process of motor learning, of which the feedback function can facilitate learning by reducing the uncertainty of action in motor learning. Nevertheless, different sports or skill might result in diverse feedback effects. As a consequence, more effective feedback methods which are based on different sport items must be used to improve the efficiency of skill learning. Recently, due to the rapid advancement and 3C products, the application of videos, as to both technical and action knowledge, has provided prompt and effective conveying methods for learners to comprehend abstract and indefinable actions better. This study attempted to investigate whether performance or leaning of spiking timing in volleyball skill would be influenced by different sources of message (visual or auditory). Previous studies all indicated that the change of quality (slow-motion video) or quantity (videos from multi-angle) of information would further facilitate learning based on relative effective visual stimulation. The experiment recruited volleyball players from 5th and 6th grades in elementary schools. Eight participants were randomly assigned to normal video group, slow-motion video group, multi-angle video group and non-video group. They experienced continuous 4 days of acquisition and then took part in the test without feedback retention in the 5th day. Videos were analyzed in virtue of Sliconcoach Pro8 software. By using 4 (group) 4 (days) and 4 (group)2 (tests) mixed design two-way ANOVA, the data were analyzed to examine motor performance and learning of spike approach timing and hitting timing with different visual feedbacks. The results showed that different visual feedback methods do not exert influences on elementary school volleyball players’ performance and learning of approach timing; feedback of videos with slow-motion and multi-angle is conducive to the learning of hitting timing; the feedback from the group of videos with slow-motion and multi-angle will more effectively facilitate the learning of volleyball hitting timing than the feedback from the non-video group, while the learning effects of non-video feedback are better than those of videos with normal speed.
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