| Summary: | 碩士 === 國立新竹教育大學 === 體育學系碩士班 === 105 === 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.
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