跳到主要內容

臺灣博碩士論文加值系統

(44.201.97.0) 您好!臺灣時間:2024/04/24 12:11
字體大小: 字級放大   字級縮小   預設字形  
回查詢結果 :::

詳目顯示

我願授權國圖
: 
twitterline
研究生:彭國威
研究生(外文):Wayne Guo-wei Peng
論文名稱:晚期兒童之環境知覺與踢球動作支撐腳參數:身體比率
論文名稱(外文):Perceived Environment and Measures of Kicking Support Leg in Later Childhood:Body Scaled Ratio
指導教授:卓俊伶卓俊伶引用關係
指導教授(外文):Junling Jwo
學位類別:碩士
校院名稱:國立臺灣師範大學
系所名稱:體育學系
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:2003
畢業學年度:91
語文別:英文
論文頁數:65
中文關鍵詞:身體比率直接知覺環境賦使知覺--行動結合定點踢球
外文關鍵詞:body scaled ratiodirect perceptionaffordanceperception-action couplingplaced kicking
相關次數:
  • 被引用被引用:7
  • 點閱點閱:225
  • 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
晚期兒童之環境知覺與踢球動作支撐腳參數:身體比率
研 究 生:彭 國 威
指 導 教 授:卓俊伶 博士
日 期:2003年6月
摘 要
根據生態心理學之直接知覺觀點,認為動作者的動作表現是知覺─行動結合機制,且有環境賦使潛能,參照環境訊息與個體身體比率直接引發動作。本研究旨在檢驗不同腿長對踢球動作支撐腳位置的影響,並探究腿長與支撐腳位置和球體之比率與參數的效應。本研究實驗參加者共66名,分為短腿組與長腿組各33人,平均年齡分別為10.7歲與11.0歲,平均腿長分別為71.9公分與85.3公分,每位實驗參加者皆操作定點踢球5次,蒐集其支撐腳之橫軸與矢狀軸的距離,並將所蒐集之資料與腿長和球體直徑等數值進行比值計算,獲得比率與參數。經獨立樣本t考驗結果發現:(一)腿較短與腿較長晚期兒童支撐腳位置之橫軸距離無差異;腿較短與腿較長晚期兒童支撐腳位置之矢狀軸距離有差異;(二)腿較短與腿較長晚期兒童之橫軸與矢狀軸距離對腿長有一相對比率,分別為0.20、0.22與0.41、0.43,且此比率皆無差異;(三)腿較短與腿較長晚期兒童之橫軸距離與球體直徑有一相對比率,分別為0.78,0.85,且該相對比率無差異;腿較短與腿較長晚期兒童之矢狀軸距離與球體直徑有一相對比率,分別是1.44、1.78,該相對比率有差異;與(四)球體直徑對腿較短與腿較長晚期兒童橫軸與矢狀軸距離和腿長比值各有一相對參數,分別為96.20公分、105.99公分與60.07公分、55.45公分,且該參數間無差異。
關鍵詞:身體比率、直接知覺、環境賦使、知覺─行動結合、定點踢球。
Perceived Environment and Measures of Kicking Support Leg in Later Childhood:Body Scaled Ratio
Master’s Thesis, 2003 Wayne Guo-wei Peng
Advisor: Junling Jwo, Ph.D.
ABSTRACT
From the perspective of direct perception in ecological psychology, an actor’s performance is resulted from perception-action coupling mechanism, and is based on affordance talent, that refer to the environmental information and intrinsic measures body-scaled. This study was designed to examine effects of leg-lengths on the locations of the supporting leg, and to investigate the ratios and parameters of supporting leg-lengths and ball’s diameter. Sixty-six children in later childhood served as participants, among them, 33 participants for each short-leg group and long-leg group. Average ages were 10.7 and 11.0 year-old, and leg length average were 71.9 and 85.3 cm., respectively. All the participants were asked to kick a placed ball for 5 trials and selected the distance of frontal axis (f-a) and sagittal axis (s-a) of support leg, then leg lengths and diameter for scaled ratios and parameters were calculated. t-tests showed that (1) short-leg and long-leg children’s f-a distance of supporting leg on different, but s-a distance aspect was different, (2) short-leg and long-leg children’s related ratios of f-a and s-a distance to leg-length were 0.20, 0.22 and 0.41, 0.43, respectively, but the ratios were no different, (3) short-leg and long-leg children’s related ratios of f-a distance to diameter were 0.78 and 0.85, respectively, but the ratio was on different; the ratios of s-a distance to diameter was different, which were 1.44 and 1.78, and (4) the relative parameters of diameter to f-a and s-a distance and leg-length related ratios were 96.20cm., 105.99cm. and 60.07cm., 55.45cm., respectively, but the relative parameters were no different.
Keywords: body scaled ratio, direct perception, affordance, perception-action coupling, placed kicking.
目 次
頁次
授權書……..…………………………………………………………………….... i
口試委員與系主任簽字證書……………………...………………...….. iii
中文摘要……………………………………………………….……………….. iv
英文摘要………………………………………………………………………… v
謝誌……………………………………………………………………………….. vi
目次………………………………………………………………………...…….. vii
圖次…………………………………………………………………………...…... xi
表次……………………………………………………………………………..... xii
第壹章 緒論…………………………………………………………………. 1
第一節 問題背景……………………………………………………….. 1
第二節 研究問題……………………………………………………….. 6
第三節 研究假定與限制……………………………………………… 6
第四節 名詞解釋……………………………………………………….. 7
第五節 研究的重要性……………………………………………….… 9
第貳章 理論基礎與文獻探討……………………………………….. 11
第一節 生態心理學直接知覺觀點………………………………… 11
第二節 知覺─行動…………………………………………………… 13
第三節 身體比率與環境知覺相關文獻探討………….....……… 15
第四節 文獻回顧小結………………………………..………...…….. 17
第五節 假說……………………………………...………………..……. 18
第參章 方法…………………………………...………………………..….. 19
第一節 實驗參加者………………...…………………………………. 19
第二節 實驗儀器與器材……...…………………………………….... 20
第三節 實驗場地佈置..………………………………………………. 21
第四節 實驗程序與工作要求……………..……………………..…. 22
第五節 資料處理與分析……………...…………………………….... 23
第肆章 結果…………………………...………………………………….... 29
第一節 短腿組與長腿組支撐腳位置和球體位置中心
之橫軸與矢狀軸距離之比較…………………………….... 29
第二節 短腿組與長腿組支撐腳位置與球體位置中心
之橫軸與矢狀軸距離對腿長比率之比較………….….... 32
第三節 支撐腳位置與球體位置中心之橫軸與矢狀軸
距離對球體直徑比率之比較……………………………… 34
第四節 球體直徑對支撐腳腿長和支撐腳位置與球體
位置中心之橫軸與矢狀軸距離比率之比較………….... 36
第伍章 討論……………………………………………………………....... 39
第一節 實驗情境之環境知覺…………………………..…………... 39
第二節 支撐腳位置之橫軸與矢狀軸距離比較的意義..………... 40
第三節 各項身體比率與參數之比較的意義…..………………... 43
第四節 綜合討論…………………………...………………………..… 46
第陸章 結論與建議………………...………………………………...…. 49
第一節 結論……………...…………………………………………..…. 49
第二節 建議……...…………………………………………………..…. 50
引用文獻………...…………………………………………………………..…. 52
中文部分…...…………………………………………………………….... 52
英文部分………...……………………………………………………….... 53
附錄………………………………………………………………………………... 59
附錄一 參加研究家長 (監護人)同意書…..…………………….... 60
附錄二 實驗記錄表…………………...…………………………….… 61
附錄三……………………………...…………………………………….… 62
表2 實驗參加者腿長t考驗摘要表
表3 支撐腳位置和球體位置中心之橫軸距離t考驗摘要表
表4 支撐腳位置和球體位置中心之矢狀軸距離t考驗摘要表
附錄四……………………...…………………………………………….….. 63
表5 支撐腳位置和球體位置中心之橫軸距離對腿長比率之
t考驗摘要表
表6 支撐腳位置和球體位置中心之矢狀軸距離對腿長之比
率t考驗摘要表
附錄五……………...…………………………………………………….… 64
表7 支撐腳位置和球體位置中心之橫軸距離對球體直徑之
比率t考驗摘要表
表8 支撐腳位置和球體位置中心之矢狀軸距離對球體直徑之
比率t考驗摘要表
附錄六……...…………………………………………………………….… 65
表9 球體直徑對橫軸距離和腿長比值的參數t考驗摘要表
表10 支撐腳位置和球體位置中心之橫軸距離t考驗摘要表
用文獻
中文部分
彭國威 (2002)。踢球動作工作分析與修正調整。載於闕月清、林靜萍與張川鈴 (主編),2002國際適應體育研討會報告書(頁 350-356)。臺北市:師大體研中心。
彭國威、卓俊伶與楊梓楣。兒童踢球動作型式之轉移:工作限制與年齡效應。審查中。
林清山 (1992)。心理與教育統計學。臺北市:東華。
李村棋 (1999)。男童手球投擲動作型式:工作與環境限制效應。未出版之碩士論文,國立臺灣師範大學,臺北市,臺灣。
李村棋與卓俊伶 (1998)。十二歲學童單手投擲型式的關鍵因素:手掌寬度。體育學報,25,頁 259-268。
梁嘉音、卓俊伶與簡曜輝 (1998)。距離對籃球投籃動作型式的影響:個案研究。體育學報,25,頁 199-208。
楊梓楣與卓俊伶 (1998)。接球動作型式的環境限制變項探討。體育學報,25,頁 269-278。
楊梓楣 (1999)。環境限制篩測下兒童接球動作發展的年齡與別性效應。未出版之碩士論文,國立臺灣師範大學,臺北市,臺灣。
舊約 (1984)。詩篇。載於 Shangti(主編),舊新約全書。香港:香港聖經協會。
英文部分
Abernethy, B., & Burgess-Limerick, R. (1992). Visual information for the timing of skilled movements: A review. In J. J. Summers (Ed.), Approaches to the study of motor control and learning (pp. 343-384). Amsterdam: Elsevier Science.
Adams, J. A. (1971). A closed-loop theory of motor learning. Journal of Motor Behavior, 3, 111-149.
American Coaching Effectiveness Program (1991). Rookie coaches: Soccer guide. Champaign, IL: Leisure.
American Sport Education Program (2001). Coaching youth soccer (3rd ed.). Champaign, IL: Human Kinetics.
Beek, P. J., & Meijer, O. G. (1988). On the nature of ‘the’ motor-action controversy. In O. G. Meijer & K. Roth (Eds.), Complex movement behavior: The motor-action controversy (pp. 157-185). Amsterdam: Elsevier Science.
Berg, W. P., Wade, M. G., & Greer, N. L. (1994). Visual regulation of gait in bipedal locomotion: Revisiting Lee, Lishman, and Thomson (1982). Journal of Experimental Psychology: Human Perception and Performance, 20, 854-863.
Burton, A. W., & Davis, W. E. (1992). Optimizing the involvement and performance of children with physical impairments in movement activities. Pediatric Exercise Science, 4, 236-248.
Burton, A. W., & Davis, W. E. (1996). Ecological task analysis: Utilizing intrinsic measures in research and practice. Human Movement Science, 15, 285-314.
Burton, A. W., & Welch, B. A. (1990). Dribbling performance in frist-grade children: Effect of ball and hand size and ball-size preferences. Physical Educator, 47, 48-51.
Cesari, P., Formenti, F., & Olivato, P. (2003). A common perceptual parameter for stair climbing for children, young and old adults. Human Movement Science, 22, 111-124.
Cutting, J. E. (1986). Perception with an eye for motion. Cambridge, MA: MIT Press.
Davis, W. E. (1983). An ecological approach to perceptual-motor learning. In R. L. Eason, T. L. Smith, & F. Caron (Eds.), Adapted physical activity: From theory to application (pp. 162-171). Champaign, IL: Human Kinetics.
Davis, W. E., & Burton, A. W. (1991). Ecological task analysis: Translating movement behavior theory into practice. Adapted Physical Activity Quarterly, 8, 154-177.
De Rivera J. (1976). Field theory as human-science: Contributions of Lewin’s Berlin group. New York: Gardner Press.
Fitch, H. L., & Turvey, M. T. (1977). On the control of activity: Some remarks from an ecological point of view. In D. M. Landers, & R. W. Christina (Eds.), Psychology of motor behavior and sport (pp. 3-35). Champaign, IL: Human Kinetics.
Gabbard, C. P. (1992). Lifelong motor development (2nd ed.). Chicago: Brown & Benchmark.
Gallahue, D. L. (1996). Developmental physical education for today’s children (3rd ed.). New York: McGraw-Hill.
Gallahue, D. L., & Ozmun, J. C. (2002). Understanding motor development: Infants, children, adolescents, adults (5th ed.). New York: McGraw-Hill.
Gibson, J. J. (1977). The theory of affordances. In R. E. Shaw & J. Bransford (Eds.), Perceiving, acting, and knowing: Toward an ecological psychology (pp. 67-82). Hillsdale, NJ: Lawrence Erlbaum.
Gibson, J. J. (1979). The ecological approach to visual perception. Hillsdale, NJ: Lawrence Erlbaum.
Hargreaves, A. (1990). Skills and strategies for coaching soccer. Champaign, IL: Leisure.
Haywood, K. M., & Getcell, N. (2001). Life span motor development (3rd ed.). Champaign, IL: Human Kinetics.
Hoffman, M., Schrader, J., Applegate, T., & Koceja, D. (1998). Unilateral postural control of the functionally dominant and nondominant extremities of healthy subjects. Journal of Athletic Training, 33, 319-322.
Konczak, J. (1990). Toward an ecological theory of motor development: The relevance of the Gibsonian approach to vision for motor development research. In J. E. Clark & J. H. Humphrey (Eds.), Advances in motor development research (3rd ed.) (pp. 201-224). New York: AMS Press.
Konczak, J., Meeuwsen, H. J., & Cress, M. E. (1992). Changing affordances in stair climbing: The perception of maximum climbability in young and older adults. Journal of Experimental Psychology: Human Perception and Performance, 18, 691-697.
Kugler, P. N., Kelso, J. A. S., & Turvey, M. T. (1980). On the concept of coordinative structures as dissipative structures. I. Theoretical lines of convergence. In G. E. Stelmach & J. Requin (Eds.), Tutorials in motor behavior (pp. 3-47). Amsterdam: North-Holland.
Kugler, P. N., Kelso, J. A. S., & Turvey, M. T. (1982). On the control and coordination of naturally developing systems. In J. A. S. Kelso & J. E. Clark (Eds.), The development of movement control and coordination (pp. 5-78). New York: Wiley and Sons.
Lee, D. N., Lishman, J. R., & Thomson, J. A. (1982). Regulation of gait in long jumping. Journal of Experimental Psychology: Human Perception and Performance, 8, 448-459.
Lee, D. N., & Reddish, P. E. (1981). Plummeting gannets: A paradigm of ecological optics. Nature, 293, 293-294.
Liu, S., & Burton, A. W. (1999). Changes in basketball shooting patterns as a function of distance. Perceptual and Motor Skills, 89, 831-845.
Magill, R. A. (1998). Motor learning: Concepts and applications (5th ed.). New York: McGraw-Hill.
Michaels, C. F., & Carello, C. (1981). Direct perception. Englewood Cliffs, NJ: Prentice-Hall.
Nelson, R. L. (1983). Exploring sports series: Soccer. Dubuque, IA: Wm. C. Brown.
Newell, K. M. (1996). Change in movement and skill: Learning, retention, and transfer. In M. L. Latash, & M. T. Turvey (Eds.), Dexterity and its development (pp. 393-429). Mahwah, NJ: Lawrence Erlbaum.
Newell, K. M. (1986). Constraints on the development of coordination. In M. G. Wade & H. T. A. Whiting (Eds.), Motor development in children: Aspects of coordination and control (pp. 341-361). Amsterdam: Martius Nijhoff.
Newell, K. M., & McDonald, P. V. (1992). In American Academy of Physical Education (Ed.), Enhancing human performance in sport: New concepts and developments. Champaign, IL: Human Kinetics.
Newell, K. M., McDonald, P. V., & Kugler, P. N. (1991). The perceptual-motor workspace and the acquisition of skill. In J. Requin, & G. E. Stelmach (Eds.), Tutorials in motor neuroscience (pp. 95-108). Dordrecht: Kluwer.
Payne, V. G., & Isaacs, L. D. (2002). Human motor development: A lifespan approach (5th ed.). Mountain View, CA: Mayfield.
Schmidt, R. A. (1975). A schema theory of discrete motor skill learning. Psychological Review, 82, 225-260.
Schmidt, R. A., & Lee, T. D. (1999). Motor control and learning: A behavioral emphasis (3rd ed.). Champaign, IL: Human Kinetics.
Seefeldt, V., & Haubenstricker, J. (1982). Patterns, phases, or stages: An analytical model for the study of developmental movement. In J. A. S. Kelso, & J. E. Clark. (Eds.), The development of movement control and co-ordination (pp. 309-318). New York: Wiley & Sons.
Smith, L. B., & Thelen, E. (1993). From the dynamics of motor skill to the dynamics of development. In L. B. Simth, & E. Thelen (Eds.), A dynamic systems approach to development: Applications (pp. 1-11). Cambridge, MA: MIT Press.
Smeets, J. B., & Brenner, E. (2001). Perception and action: Are inseparable. Ecological Psychology, 13, 163-166.
Thelen, E., & Smith, L. B. (1994). A dynamic systems approach to development of cognition and Action. Cambridge, MA: MIT Press.
Thelen, E., & Ulrich, B. D. (1991). Hidden skills: A dynamical systems analysis of treadmill stepping during the first year. Monographs of Society for Research in Child Development, 56 (1, serial No. 223).
Thomas, J. R., & Nelson, J. K. (1996). Research methods in physical activity (3rd ed.). Champaign, IL: Human Kinetics.
Todd, J. T. (1981). Visual information about moving objects. Journal of Experimental Psychology: Human Perception and Performance, 7, 795-810.
Turvey, M. T. (1986). Intentionality: A problem of multiple reference frames, specificational information, and extraordinary boundary conditions on natural law. Behavioral and Brain Science, 9, 153-155.
Warren, W. H. (1984). Perceiving affordances: Visual guidance of stair-climbing. Journal of Experimental Psychology: Human Perception and Performance, 10, 683-703.
Warren, W. H., & Whang, S. (1987). Visual Guidance of walking through apertures: Body-scaled information for affordances. Journal of Experimental Psychology: Human Perception and Performance, 13, 371-383.
Williams, A. M., Davids, K., & Williams, J. G. (1999). Visual perception and action in sport. New York: E & FN Spon.
Wulf, G., McNevin, N., Shea, C. H., & Wright, D. L. (1999). Learning phenomena: Future challenges for the dynamical systems approach to understanding the learning of complex motor skills. International Journal of Sport Psychology, 30, 531-557.
QRCODE
 
 
 
 
 
                                                                                                                                                                                                                                                                                                                                                                                                               
第一頁 上一頁 下一頁 最後一頁 top