本研究主旨在探討不同練習方式與不同參數安排之變異練習對國小學童籃球投籃動作學習之影響。實驗參與者為未受過籃球投籃教學的國小六年級男學生，平均年齡11.62±0.34歲，隨機分配成恆常練習組、距離練習組、角度練習組與混合練習組。實驗參與者進行六週共十二次籃球教學，經過六週288次獲得期練習後，進行動作表現測驗，並於隔週及一個月後分別進行保留和遷移測驗。以練習方式為自變項，投籃得分為依變項，經單因子獨立樣本變異數分析及杜凱法（Tukey HSD）事後比較後，本研究所獲得的結論為：一、在不同練習方式上，變異練習的安排，對國小學童之投籃動作在練習時的動作表現是沒有顯著不同。在動作學習方面，發現變異練習於一週後及一個月後的學習保留效果上是沒顯著影響的；但在遷移學習效果上，則有其顯著影響。二、針對國小學童以不同參數的變異練習安排，對其在投籃動作之動作表現與學習保留上未產生顯著影響，但遷移工作與練習相類似時，其遷移效果較佳。

The purposes of this study were (i) to investigate the influence of different practicing ways (ii) to investigate variable practice of different parameters arrangement on basketball set shot skill learning. The subjects (N=50) are sixth grade students without the experience of basketball set shot training. They were randomly assigned to four groups: constant practice group, distance practice group, angle practice group, and mixing practice group, and join a six weeks experiment of basketball set shot practice. After six week, the students took acquisition tests immediately. Besides, after a week and a month, they took retention tests and transfer tests. All the data were analyzed by ONEWAY ANOVA. The results revealed that: (i) the variable practice did not have significant influence on the motor performance of set shot during practice. As for the motor practice arrangement, the variability of practice also does not produce significant influence towards retention. However, it does produce obvious significant influence towards transferring learning effects. (ii) variable practice of different parameters arrangement did not produce significant influence towards the motor performance and retention of their set shot action, but the effects of transfer would be better when the transfer was similar with
the practice.

一、中文部份
朱聲漪（1998）。實用籃球教材與教法。台北市，中華民國籃球協會。
李玉蘋（1995）。情境干擾對三種倒立技能的學習效果。國立台灣師範大學體育學系碩士論文。
李鴻恩（2004）。不同背景干擾與回饋型態對籃球投籃技能學習之影響。國立台東大學教育研究所碩士論文。
林清和（1996）。運動學習程式學。台北市，文史哲出版社。
林靜兒、卓俊伶、張智惠與謝扶成（2003）。兒童在相對時宜工作的參數學習：檢驗變異練習假說。台灣運動心理學報，2，47-59。
卓俊伶（2004）。老年人相對時宜動作表現與學習的練習變異效應。台灣運動心理學報，5，87-99。
許樹淵（1988）。運動技術教學法。台北市，偉彬體育研究社。
黃文俊（1999）。新式健康操對國小高年級學童體適能之影響研究。國民體育季刊，28(4)，16-21。
黃崇儒（1994）。運動技能記憶表徵模式的驗證-基模抽模式與特殊範本模式。國立台灣師範大學體育研究所碩士論文。
張春興（1998）。張氏心理學辭典。臺北市，東華書局。
張春興（2002）。心理學原理。臺北市，東華書局。
張春興、林清山（1989）。教育心理學。台北，東華書局。
張智惠、卓俊伶（1997）。練習的安排---動作間與動作內的情境干擾。體育學報，23，299-310。
張智惠（1998）。不同情境干擾對自我配速動作空間準確性及錯誤偵察能力學習的影響。體育學報，25，209-218。
張智惠（1999）。動作學習的情境干擾與老化效應。國立台灣師範大學體育研究所碩士論文。
梁嘉音（1998）。距離對籃球投籃動作型式的影響：個案研究。體育學報，25，199-208。
葛錦友（2003）。練習的變異性對籃球員罰球動作表現與學習的影響。國立台灣師範大學體育系碩士論文。
覃素莉（2002）。不同距離及不同動作投籃分析。 國立體育學院教練研究所碩士論文。
鄭榮源（2001）。臺中縣體育教學訪視報告。學校體育，62，28-40。
劉俊業（2004）。籃球中距離跳投之動作時間分析。國立體育學院教練研究所碩士論文。
二、英文部份
Adams, J. A. (1971). A closed-loop theory of motor learning. Journal of Motor Behavior, 3, 111-149.
Boyce, B. A., & Del Rey, P. (1990). Designing applied research in a naturalistic setting using a contextual interference aradigm. Journal of Human Movement Studies, 18, 189-200.
Catalano, J. F., & Kleiner, B. M. (1984). Distant transfer and practice variability. Perceptual and Motor Skill, 58, 851-856.
Chamberlin, C. J., Rimer, T. N., & Skaggs, D. J. (1990). The ecological validity of the contextual interference effect: A practical application to learning the jump shot in basketball. Paper presented at the annual meeting of the North American Society for the Psychology of Sport and Physical Activity, Houston, TX.
Del Rey, P. (1989). Training and contextual inferference effects on memory and transfer. Research Quarterly for Exercise and Sport, 60, 342-347.
Del Rey, P., Whitehurst, M., & Wood, J. (1983). Effects of experience and contextual interference on learning and transfer. Perceptual and Motor Skills, 56, 581-582.
Douvis, S. J. (2005). Variable practice in learning the forehand drive in tennis. Perceptual and Motor Skill, 101, 531-545.
Graydon, J., & Griffin, M. (1996). Specificity and variability of practice with young children. Perceptual & Motor Skills, 83(1), 83-88.
Goodwim, J. E., Grimes, C. R., Eckerson, J. M., & G, P. m. (1998). Efect of different quantities of variable practice on acquisition, retention, and transfer of on applied motor skill. Perceptual and Motor Skills, 87, 147-151.
Giuffrida, C. G., Shea, J. B., & Fairbrother, J. T. (2002). Differential transfer benefits of increased practice for constant, blocked, and serial practice schedules. Journal of Motor Behavior, 34 (4), 353-365.
Heary, F. M. (1960). Increased response latency for complicated movements and a “memorydrum”theory neuromotor. Rsearch Quarterly, 31, 448-458.
Hall, k. Domingues , D. & Cavazos ,R . (1994). Contextual interference effects with Skilled baseball players. Perceptual and Motor Skills, 78, 835-841.
Hall, K. G., & Magill, R. A. (1995). Variability of practice and contextual interferencein motor skill learning. Journal of Motor Skill, 78, 835-841.
Hoffman, A. L. (1999). Effect of contextual interference on acquisition and retention of three levels of strking skills in children. Unpubliched doctoral dissertation, State University of Temple, Philadelphia ,P.A.
Jarus, T., & Goverover, Y. (1999). Effects of contextual interference and age on acquisition, retention and transfer of motor skill. Perceptual and Motor Skills, 88, 437-447.
Kelso, J. A. S., & Norman, P. E. (1978). Motor schema formation in children. Developmental Psychology, 14, 153-156.
Landin, D. K., & Hebert, E. P. (1997). A Comparison of three practice schedules along the contextual interference continuum. Research Quarterly for Exercise and Sport, 68, 357-361.
Landin, D. K., Hebert, E. P., & Fairweatner, M. (1993). The effects of variable practice on the performance of a basketball skill. Research Quarterly for Exercise and Sport, 64, 232-237.
Lee, T. D., & Magill, R. A. (1983). Activity during the post-KR interval Effects upon performance or learning. Research Quarterly for Exercise and Sport, 54, 340-345.
Magill, R. A. (1998). Motor learning: Concepts and applications (5th ed.). New York: McGraw-Hill.
Magll, R.A. & Hall, K. (1990). A review of the contextual interference effect in motor skill acquisition. Human Movement science, 9, 241-289.
Magnuson, C. E., & Wright, D. L. (2004). Random Practice Can Facilitate the Learning of Tasks That Have Different Relative Time Structures. Research Quarterly for Exercise & Sport, 75(2), 197-202.
Moxley, S. E. (1979). Schema: the variability of practice hypothesis. Journal of Motor Behavior, 11, 65-70.
Newell, K. M. , & Shapiro, D. C. (1976). Variability of practice and transfer of training: some evidence toward a schema view of motor leaning. Journal of Motor Behavior , 3, 233-243.
Pigott, R. E., & Shapiro, D. C. (1984). Motor schema: The structure of the variability session. Research Quarterly for Exercise and Sport, 55, 41-45.
Schmidt, R.A. (1975). A schema theory of discrete motor skill learning. Psychological Review, 82, 225-260.
Schmidt, R. A., & Bjork, R. A. (1992). New conceptualizations of practice: Common principles in three paradigm suggest new concept for training. Psychological Science, 3, 207-217.
Schmidt, R. A., & Lee, T, D. (1999). Motor control and learning: A behavioral emphasis (3rd ed.). Champaign, IL: Human Kinetics.
Shea, C. H., & Kohl, R. M. (1990). Specificity and variability of practice. Research Quarterly for Exercise and Sport, 61, 169-177.
Shea, C. H., & Kohl, R. M. (1991). Composition of practice: Influence on the retention of motor skills. Research Quarterly for Exercise and Sport, 62, 187-195.
Schmidt, R. A., & Wrisberg, C. A. (2000). Motor learning and performance (2nd ed.). Champaign, IL: Human Kinetics.
Shea, C. H. & Wulf, G. (2005). Schema Theory: A Critical Appraisal and Reevaluation. Journal of Motor Behavior, 37(2), 85-101.
Smith, P. J., & Rudisill, M. E. (1993). The influence of proficiency level, transfer distality, and gender on the contextual interference effect. Research Quarterly for Exercise and Sport, 64, 151-157.
Shoenfelt, E. L., Snyder, L. A., Maue, A. E., McDowell,C. P. & Woolard, C. D. (2002). Comparison of constant and variable practice conditions on free-throw shoting. Perceptual and Motor Skills, 94, 1113-1123.
Wrisberg, C. A., & Ragsdale, M. R. (1979). Further tests of schmidt’s schema theory: Development of a schema rule for a coincident timing task. Journal of Motor Behavior, 11, 159-166
Wulf, G. (1991). The effect of type of practice on motor learning in children. Applied Cognitive Psychology, 5, 123-134.
Wulf, G. & Lee, T. D. (1994). Contextual interference in movements of the same class: ifferential effects on program and parameter learning. Journal of Motor Behavior, 25, 254-263.
Van Rossum, J. H. A.(1990). Schmidt’s schema theory: the empirical base of the variability of practice hypothesis, a critical review. Human Movement science , 9, 387-435.
Vera, J. G. & Montilla, M. M. (2003). Practice schedule and acquisition, retention, and transfer of a throwing task in 6-YR.-old children. Perceptual and Motor Skills , 96, 1015-1024.
Yong-Jin-Yoon (2003). The effect of Contextual Interference and Expertise on Putting. The 4th ASPASP International Congress, Seoual, Korea. 173-176.
Yan, J. H., Thomas, J. R. & Thomas, K. T. (1998). Children’s age moderates the effect of practice variability: A quantitative review. Research Quarterly for Exercise and Sport, 69, 210-215.