The effect of the inner –speech instruction strategy on table-tennis team of elementary school students.

• Main Authors: Ching-yi Huang, 黃瀞頤
• Other Authors: Cheng-Feng Ting
• Format: Others
• Language: zh-TW
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/59891408017743766789

碩士 === 國立臺南大學 === 諮商與輔導學系碩士班 === 98 === The study aimed to investigate the effects of the inner-speech instruction strategy to table-tennis team of elementary school students. The single-subject research with the multiple probe design across behaviors was conducted, and subjects were eight elementary school students. The independent variable were the inner-speech self instruction strategy and the inner-speech attribution retraining; the dependent variables were sport performance represented by the increase on goals and maintain period of two target behaviors, namely, “fore-hand stroke”,”back-hand stroke”, and the attribution performance represented by attribution measurement arranged by researcher. This study included three stages: baseline, intervention and maintenance. Data analyzed were via visual analysis and C statistics.The results of this study were as follows: (a)The inner-speech self instruction strategy can increase fore-hand sport performance of three elementary school students that increase performance still remained in maintenance (remove instruction). (b) The inner-speech self instruction strategy can increase back-hand sport performance of three elementary school students that increase performance still remained in maintenance (remove instruction).(c) When subject failure, the inner-speech attribution retraining can change strategy and ability attribution of elementary school students, and still remained after removing instruction, but it can’t obviously increase effort attribution when subject failure. (d)When subject success, the inner-speech attribution retraining can’t change effort and strategy and ability attribution of elementary school students.