摘要
目的：本研究探討自我控制回饋對國小學童籃球投籃動作表現、動作技能及學習動機的效應。方法：實驗參與者為 72 名國小兒童（平均年齡 10.3 ± 0.4 歲），隨機分派至自我控制回饋組、66%固定回饋組、33%固定回饋組與對照組。使用籃球投籃動作為實驗工作。實驗流程為同質性考驗、60 次獲得期試作、10 分鐘後的立即保留與遷移測驗以及 7 天的延遲保留與遷移測驗及填寫學習動機量表。同質性考驗所得數據以單因子變異數進行分析，而獲得期、保留、遷移與學習動機則以單因子變異數分析。結果：在獲得期中發現組別的交互作用達顯著差異；在立即保留、立即遷移、延遲保留、延遲遷移及學習動機上，發現組別的交互作用達顯著差異。結論：自我控制回饋組與 66%固定回饋組比 33%固定回饋組與對
照組在籃球投籃動作表現上有較好的動作表現；自我控制回饋組與 66%固定回饋組比 33%固定回饋組與對照組在籃球投籃動作表現上有較好的動作技能；自我控制回饋組與 66%固定回饋組比 33%固定回饋組與對照組在籃球投籃動作表現上有較好的學習動機。建議：自我控制回饋的教學方式，可提升學習動機、動作表現及學習成效，建議教師將此概念融入教學法中，並實用於教學現場。

Abstract
OBJECTIVE: This study was designed to investigate the self-control feedback, the motion skills and the learning motivation on the shooting performance of the primary
school children's basketball. METHODS: 72 participants (average age 10.3 ± 0.4 years) were randomly assigned to self-control feedback group. 66% were assigned to a fixed
feedback group, and 33% to a fixed feedback group and control group. For the experimental work, we used basketball shooting movement (drills). The test procedure
consisted of homogeneity test of 60 time trial period; divide in 10-minute immediate retention and migration test and 7-day delayed retention and migration test, and
learning motivation scale. The data of homogeneity test were analyzed by single factor variance analysis, while the acquisition period, retention, migration and learning
motivation were analyzed by single factor variance analysis. Results: There was a significant difference in the interaction between the two groups during the time trial period. Also significant differences were found in the immediate retention, immediate migration, delayed retention, delayed migration and motivation. Conclusion:
Self-control feedback group and 66% fixed feedback group have better performance in basketball shooting than 33% fixed feedback group and control group. Self-control
feedback group and 66% fixed feedback group are more effective than 33% fixed feedback group and the control group had better motor skills in the performance of
basketball shooting. The self-control feedback group and the 66% fixed feedback group had better learning motivation than the 33% fixed feedback group and the
control group in basketball shooting performance. Suggestion: Teaching method of self-control feedback can improve the performance on the learning of motivation,
motion skills and efficiency. Teachers are suggested to incorporate this concept into the teaching method and apply it to the teaching field.

謝 誌 I
中文摘要 II
英文摘要 IV
目 次 V
表 次 VII
圖 次 VIII
第壹章 緒論 1
第一節 研究背景 1
第二節 研究目的 3
第三節 研究假設 3
第四節 名詞操作性定義 4
第貳章 文獻回顧 6
第一節 動作技能學習 6
第二節 自我控制回饋理論及相關文獻 10
第三節 學習動機相關文獻 18
第四節 本章小節 20
第參章 研究方法 21
第一節 實驗參與者 21
第二節 實驗設計 21
第三節 實驗工具 25
第四節 實驗方法與程序 27
第五節 資料處理與分析 30
第肆章 結果 31
第一節 動作表現的比較 31
第二節 動作技能的比較 36
第三節 學習動機的比較 37
第伍章 討論與結論 38
第一節 討論 38
第二節 結論與建議 40
參考文獻 41
附錄
附錄一 投籃型式層次分析評量表 47
附錄二 標準投籃動作型式評量表 48
附錄三 ARCS 學習動機理論量表 49

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