The Study of Different Contextual Interferences in the Performance of Tee Ball Accuracy Pitch Skills

• Main Authors: Tzu-Hui Yu, 余姿慧
• Other Authors: Yaw-Feng Lin
• Format: Others
• Language: zh-TW
• Online Access: http://ndltd.ncl.edu.tw/handle/52057529409088934710

碩士 === 國立屏東教育大學 === 體育學系 === 97 === Abstract Many studies have claimed that diverse practice experiences would provide different contextual interferences. Therefore, the present study was aimed to apply different contextual interferences to the performance of tee ball accuracy pitch skills. The study adopted the involved model. The subjects were the second-graders of Si-Wei primary school located in Kaohsiung City. The subjects, whose age are between 8-9 years old, whose height are between 130.85±1.6㎝, and whose weight are between 32.73±3㎏, took part in this study and were divided into different layer clusters. The study method was the analysis of quantity. The independent variables in this study were different groups and different periods of test time. The accuracy pitch skills were the dependent variables, which tests in the Mixed design Two-way ANOVA to certify the differences. If the interaction was obvious, it will take the simple main result-effect test. The conspicuous statistic level is α＝ 0.5. The study presented the following findings: A. Different contextual interferences (random practice group, serial practice group, blocked practice group, control group) were related to the performance of tee baseball accuracy pitch skills. The random group, the serial group, and the blocked group surpassed the control group in the average performance results. Yet, there was little difference in the results of the random group, the serial group and the blocked group. B. At different test times (pre-test, post-test, retention test), the performance results were also obviously different. The results of post-test and retention test were better than those of pre-test. But the results of post-test and retention test didn’t have any difference. C. There is no interaction in different groups, time periods and ranges. Besides, based on the findings of the study, it is suggested that learners should be taught some basics or concepts. For example, they should learn the coordination of the movements, acquire a basic understanding of what accurate skills are, and know how to perfect those skills. With the instruction, learners will perform much better.