中文摘要
兒童的投擲動作發展受到性別差異、學習與練習等因素的影響，這些因素可成為投擲動作的助力或阻力。國小體育教師若能對兒童投擲動作發展研究有更進一步的瞭解，並輔以適合該學齡兒童之適當助跑步法教學，相信對日後學童的投擲技巧及投擲距離會更有幫助。本研究旨在探討練習前、後不同助跑步法投擲對國小學童遠距離投擲動作發展層次、投擲距離成績的差異比較；練習前、後之國小學童投擲動作發展層次和投擲距離成績的進步差異比較及投擲動作技巧認知概念、投擲動作發展層次和投擲成績的相關。本研究對象為新竹市南寮國小一至六年級男童80位、女童73位，參加站立過肩投擲、助跑墊步過肩投擲及助跑交叉步過肩投擲實驗，以Burton et al . (1992) 修改之單手用力過肩投擲動作發展表為評分依據，最後填寫邱文信（2004）所修改之單手用力過肩投擲認知測驗卷。本研究使用JVC GR-DVL 9800，拍攝速度為120Hz，並由一位具有十五年田徑教學經驗且能瞭解單手過肩投擲動作發展表之意義的老師來評分。資料蒐集後，以相依樣本單因子變異數分析、相依樣本t考驗及皮爾森相關（Pearson correlation）分析，顯著水準α＝.05。研究結果顯示：一、墊步助跑及交叉步助跑之介入動作，對國小學童的投擲動作有影響的年級為：一年級男童、一年級女童、二年級女童、三年級男童、三年級女童及六年級女童；投擲距離有顯著差異的年級為：四年級男童、五年級女童、六年級男童及六年級女童。二、練習後，墊步助跑及交叉步助跑之介入動作，對投擲動作有影響的年級僅有一年級女童；投擲距離成績有顯著差異的年級為：二年級男童、四年級男童、四年級女童、五年級女童、六年級男童及六年級女童。三、經過2週的投擲練習後，在部份肢段及投擲動作技巧達顯著差異，且練習後之投擲動作技巧分數及投擲距離成績皆較練習前好。四、練習前、後，在投擲技巧認知項目較好的部分，投擲距離成績表現方面會更好；練習前、後，在投擲相關肢段和整體投擲技巧有較佳的動作表現，其投擲距離成績會更好。

Abstract
The throwing motor movement of children was influenced by gender, learning, practice. The purpose of this research was to discuss the difference on the sequence of throwing motor development and throwing distance before and after practice by elementary school students with different approach steps. In addition to this, this research also compared the difference on the improvement of throwing distance before and after practice with different approach steps and found the correlation among the throwing motor skillful cognition, and the sequence of throwing motor development, and the result of throwing distance. The objects were eighty boys and seventy-three girls through grade one to six from elementary school. They participated in the experiment with three different step approaches（standing, approach pad steps, across approach ）. The experiment adapted overhand throwing motor development table which was developed by Burton et al. (1992) and revised one-hand overhand throwing cognition examination test which was developed by Chiu (2004). This research was tapped with a JVC GR-DVL 9800 camera（120Hz）. The experiment had been analyzed by the method of one-way ANOVA of dependent sample, t-test of dependent sample, and Pearson correlation (α＝.05). The experiment had showed the following results: 1) The throwing movement was influenced by the effect of pad steps and cross steps were boys in grade one, girls in grade one, girls in grade two, boys in grade three, girls in grade three, and girls in grade six. The throwing distance had been influenced by the effect of pad steps and cross steps were boys in grade four, girls in grade five, boys in grade six, and girls in grade six. 2) With practice in advance, The throwing movement was influenced by the effect of pad steps and cross steps was girls in grade one. In the same situation, the throwing distance had been influenced were boys in grade two, boys in grade four, girls in grade four, girls in grade five, boys in grade six, girls in grade six. 3) With two weeks throwing practice in advance, the scores of partial extremity movement and throwing distance were significantly higher than those of before（p＜.05）. 4) The relationship among cognition items on throwing skills part, throwing distance and throwing skills were correlated significantly before and after practice.

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