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研究生:鄭焜杰
研究生(外文):Kun-Chieh Cheng
論文名稱:心智練習對於學習彈翻床直體跳轉360度的影響
論文名稱(外文):Effect of Mental Practice on Learning the Skill of Trampoline Stretch Jump with 1/1 Turn
指導教授:簡曜輝簡曜輝引用關係
指導教授(外文):Iau-Hoei Chien
學位類別:碩士
校院名稱:國立臺灣師範大學
系所名稱:體育研究所
學門:教育學門
學類:專業科目教育學類
論文種類:學術論文
論文出版年:2002
畢業學年度:90
語文別:中文
論文頁數:96
中文關鍵詞:心智練習意象放鬆訓練運動意向量表彈翻床
外文關鍵詞:mental practiceimageryrelaxation trainingMIQtrampoline
相關次數:
  • 被引用被引用:11
  • 點閱點閱:233
  • 評分評分:
  • 下載下載:0
  • 收藏至我的研究室書目清單書目收藏:3
本研究的目的是探討心智練習對彈翻床直體跳轉360度技能學習及保留的效果,以及受試者意象能力及生理值變化的影響。以臺北市立大同高中六十名男生為受試對象,平均年齡為15.81±0.41歲,並以隨機分配法分為身體練習組、心智練習組、控制組三組。隨後進行動作技能教學和練習並進行前測。實驗處理共計十五次,身體練習組每次練習動作技能10次,心智練習組每次約三十分鐘的心智課程(放鬆訓練、心智指導語、觀賞示範錄影帶、自我意象練習),控制組閱讀與實驗無關的書籍約三十分鐘,實驗處理後進行技能後測,一週後進行保留測驗。另外心智練習組在實驗處理前後皆填寫運動意象量表及實驗處理後以生理訊號擷取儀進行生理值測量。所得技能成績以二因子混合(一獨立,一重複)變異數分析處理,而保留效果的比較則採共變數分析,並以重複量數t考驗來分析心智練習組意象能力及生理值的變化情形。本研究結論為心智練習組對於學習彈翻床直體跳轉360有顯著的效果且顯著優於控制組,並且與身體練習組具有相同的學習效果,而三組學習的保留效果沒有差異;心智練習可以提昇受試者的意象能力,而受試者的生理指數在皮膚溫度和皮膚電阻升高,心跳率和肌電圖降低,顯示受試者是處於放鬆狀態。
The goal of this experiment is to probe into the mental practice on learning the skill and retaining effect of trampoline stretch jump with 1/1 turn . And the effect in imagery ability and physiological variation values for experimenter. We asked 60 male students from Ta-Tong Secondary School of Taipei, average age is 15.81±0.41 years old. We randomly assigned these 60 male students into 3 groups: physical practice team, mental practice team, and control team. Afterward we started this exercise as a pre-testing. Experiment frequency is 15 times in total. physical practice team practice experiment skill for 10 times; mental practice team had approximately 30 minutes of mental curriculum every occasion (relaxation training, mental instruction language, viewing demonstration videos, and self- imagery practice). Control-team read books that are unrelated to this experiment for 30 minutes. After this part, we continue to proceed the technique after-testing. After one week had retaining—testing. Furthermore, mental practice team had filled out the Movement Imagery Questionnaire before and after experiment, and measure physiological value by Bio pack after after-testing. Data was collected from performance of trampoline stretch jump with 1/1 turn and the MIQ and the response of physiological value. Two split-plot designs and covariance and t-test were used to statistically analyze the data obtained. Within the limitations of this study the following conclusions were derived: The mental practice -team better than control-teams and learning effect was similar to the physical practice team; the study of retaining effect among 3 teams yielded no considerable difference. Mental practice is capable of increasing experimenter’s imagery ability. There was a changing in the physiological variation values from every aspect in the process of this mental practice for all the experimenters. Skin temperature and GSR were rising , heart rate and EMG were droping. Above condition has showed that the experimenter was in relaxed condition.
目 次
頁次
口試委員與所長簽字證書--------------I
論文電子檔案上網授權書--------------II
論文授權書-------------------------III
中文摘要----------------------------IV
英文摘要----------------------------V
謝誌--------------------------------VI
目次--------------------------------VII
圖次--------------------------------X
表次--------------------------------XI
第一章、緒論------------------------1
第一節 問題背景------------------1
第二節 研究目的------------------3
第三節 研究假設------------------3
第四節 研究範圍-----------------------------------------------------------------------4
第五節 研究限制-----------------------------------------------------------------------4
第六節 操作名詞解釋-----------------------------------------------------------------6
第二章、文獻探討-----------------------------------------------------7
第一節 心智練習的機轉理論--------------------------------------------------------7
第二節 有關意象與心智練習的文獻-----------------------------------------------12
第三節 本章結語----------------------------------------------------------------------21
第三章、研究方法與步驟-------------------------------------------23
第一節 研究對象---------------------------------------------------------------------23
第二節 實驗項目---------------------------------------------------------------------23
第三節 實驗時間與地點------------------------------------------------------------25
第四節 實驗儀器與工具------------------------------------------------------------25
第五節 研究步驟---------------------------------------------------------------------28
第六節 技能表現的測驗------------------------------------------------------------32
第七節 資料處理與分析------------------------------------------------------------33
第四章、結果----------------------------------------------------------34
第一節 心智練習對彈翻床直體跳轉360度學習的效果---------------------34
第二節 心智練習對彈翻床直體跳轉360度學習的保留效果---------------38
第三節 心智練習對意象能力的學習效果---------------------------------------40
第四節 心智練習過程中受試者生理的變化情形------------------------------41
第五章、討論----------------------------------------------------------48
第一節 心智練習對彈翻床直體跳轉360度學習的效果---------------------48
第二節 心智練習對彈翻床直體跳轉360度學習的保留效果---------------50
第三節 心智練習對意象能力的學習效果---------------------------------------51
第四節 心智練習過程中受試者生理的變化情形------------------------------51
第六章、結論與建議-------------------------------------------------55
第一節 結論---------------------------------------------------------------------------55
第二節 建議---------------------------------------------------------------------------56
參考文獻----------------------------------------------------------------57
附錄
附錄一:實驗處理程序表-----------------------------------------------------------------65
附錄二:心智練習組課程內容-----------------------------------------------------------66
附錄三:心智練習課程指導語-----------------------------------------------------------67
附錄四:肌肉漸進放鬆法-----------------------------------------------------------------76
附錄五:運動意象量表(MIQ)介紹及說明-----------------------------------------80
附錄六:心智練習組各項基本資料成績摘要表--------------------------------------81
附錄七:各組受試者技能前測得分明細表--------------------------------------------84
附錄八:心智練習組受試者心智過程中各項生理值數據--- ----------------------86
附錄九:研究參與同意書-----------------------------------------------------------------87
圖 次
頁次
圖3.1 彈翻床直體跳轉360度分解圖--------------------------------------------------24
圖4.1 三組的學習與保留曲線圖--------------------------------------------------------39
圖4.2 實驗組在心智過程中皮膚溫度的變化圖--------------------------------------43
圖4.3 實驗組在心智過程中皮膚電阻的變化圖--------------------------------------44
圖4.4 實驗組在心智過程中皮膚電阻的變化圖--------------------------------------45
圖4.5 實驗組在心智過程中肌電圖的變化圖-----------------------------------------47
表 次
頁次
表3.1三組受試者基本資料---------------------------------------------------------------23
表3.2直體跳轉360度評量表------------------------------------------------------------27
表4.1三組前測成績之平均數與標準差摘要表---------------------------------------34
表4.2三組前測成績之單因子變異數分析摘要表------------------------------------35
表4.3三組後測成績之平均數與標準差摘要表---------------------------------------35
表4.4不同組別對彈翻床直體跳轉360度學習之二因子變異數分析摘要表---36
表4.5不同組別於不同測驗彈翻床直體跳轉360度單純主要效果之摘要表---37
表4.6三組技能後測成績之杜凱氏法事後比較摘要表------------------------------38
表4.7三組保留效果共變數分析摘要表------------------------------------------------39
表4.8 心智練習組意象能力前後測得分基本資料(M和SD.)摘要表--------40
表4.9 心智練習組意象能力後測成績與前測成績T考驗摘要分析表--------- -41
表4.10 實驗組在心智練習過程中皮膚溫度的平均數及標準差------------------42
表4.11 實驗組在心智練習過程中皮膚溫度t-test摘要表--------------------------42
表4.12實驗組在心智練習過程中皮膚電阻的平均數及標準差-------------------43
表4.13實驗組在心智練習過程中皮膚電阻t-test摘要表---------------------------43
表4.14實驗組在心智練習過程中心跳率的平均數及標準差----------------------44
表4.15實驗組在心智練習過程中心跳率t-test摘要表------------------------------45
表4.16實驗組在心智練習過程中肌電圖的平均數及標準差----------------------46
表4.17實驗組在心智練習過程中肌電圖t-test摘要表------------------------------46
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