Schmidt (1988) 指出回饋與練習是影響動作技能學習的兩大變項，但是如何在運動的過程中利用同時性回饋訊息來幫助學習尚未獲得一致性的結論。本研究旨在探討同時性視覺回饋(以下簡稱CVF)是否具有引導學習目標技能的效果，以及經過不同的相關目標技能練習後，是否會影響CVF的學習效果，並進一步探討在過程中行為的改變。實驗過程以32位女性大學生為參加者，分為有CVF（T組）與無CVF（C組），操作20回合，每回10次，每次30秒的動態平衡板連續水平站立練習，10回平衡練習後，依平衡時間進行同質分組，T組分為兩組，第一組持續保持T組練習方式（TT組），第二組由T組轉以C組練習的方式（TC組）；C組分為兩組，第一組持續試做C組練習的方式（CC組），第二組由C組轉為T組的練習方式（CT），分別記錄每次練習與遷移測驗的平衡測驗的時間、頻率、幅度，以二因子混合設計變異數分析（組別 x 回合）檢驗組別與回合間的效果。結果顯示經過練習各組均有顯著的進步，在平衡時間部分，交互作用在前後十回的學習中分別達顯著差異(F=2.27*、F=2.04*）；C組在第三回遷移測驗表現優於T組，而在第11、12和13回中，則出現TT、CT、CC、TC的優劣順序。在平衡板擺動幅度部分，經過練習各組於皆明顯的降低 (F=6.55*)。經上述研究結果得知，CVF對於學習全身性平衡技會因不同的經驗帶來不同的影響，對於有平衡經驗的學習者只能帶來短暫的幫助，無法提升現有的學習而CVF學習者初期會有較好的表現，但在移除時會出現拐杖效應，且會以較多的擺動方式來維持平衡。

Schmidt (1988) mentioned that practice and feedback are two of the most important factors influencing motor learning. However, the studies about how the concurrent feedback information affects motor skill acquisition have not shown consistent results. The purposes of this study were to understand whether the concurrent feedback information (CVF) with the effect of guidance the learning process and whether the experience of similar task enhanced balance skill learning.Thirty two female college students participated this study and been divided into two groups of CVF (group T) or no CVF (group C). They practiced the task of standing on a dynamical balancing board of 30 seconds per trial for 20 trials in one sets and totally for 10 sets. After practiced for 10 sessions, each of the groups was divided into two groups with a half remained original task (TT and CC) and the others (TC, CT) transferred to the task of the compared group. The balance time, the frequency and the amplitude for each trial were collected for analysis. Two way ANOVA with repeated measurements (group * stage) showed that all the participants of groups improved their skill after practice. For balancing time, significant interactions were found both in session 1-10 and session 11-20 (F=2.27*, F=2.04*). The simple main effect revealed that group C performed better than group T in session three and the order for superior groups were TT, CT, CC and TC respectively in session 11, 12 and 13. The oscillation amplitude of balancing board decreased significant (F=6.55*). .CVF has different influence due to different experience. Be unable to improve existing study of not using CVF learner, only bring transient effect. Used CVF learners to have better behavior in initial stage, and maintain the balance by way of more swing, but will appear the guidance effect while taking away CVF.

中文摘要 Ⅰ
目次 Ⅱ
附錄 Ⅲ
表次 Ⅳ
圖次 Ⅴ
第一章 緒論 1
第一節 研究背景 1
第二節 研究問題與假設 3
第三節 名詞解釋 3
第四節 研究範圍與限制 4
第二章 文獻探討 5
第一節 運動技能學習相關理論 5
第二節 平衡的理論基礎與動作表現 11
第三節 回饋 22
第三章 研究方法與步驟 27
第一節 實驗參加者 27
第二節 實驗流程 27
第三節 實驗設計 28
第四節 實驗儀器與場地佈置 29
第五節 資料蒐集與處理 33
第四章 結果 37
第一節 同時性視覺回饋的學習結果 37
第二節 同時性視覺回饋經驗對學習過程的影響 45
第五章　討論 57
第一節 同時性視覺回饋與學習效果 57
第二節 同時性視覺回饋的經驗與學習過程 60
第三節 建議 63
參考文獻 64
中文文獻 64
英文文獻 66
附錄一 實驗參加者同意書 72

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