影片情境測驗對桌球運動員第四板攻擊表現之影響

Abstract

目的：本研究透過桌球影片情境測驗，使桌球運動員觀察並記憶職業球員的比賽過程，探討其是否能提升桌球運動員在接發球後第四板起板技術的表現。方法：本研究招募 26 位桌球運動員，先進行桌球接發球後第四板起板技術前測，並根據前測表現，分為實驗組與控制組。實驗組進行為期 6 週，每週 3 次的影片測驗；控制組則不做任何介入。實驗過程中兩組皆會維持日常正規訓練。6 週之後，再進行桌球接發球後第四板起板技術後測，並比較兩組在前後測表現的差異。本研究採用二因子混合設計變異數分析進行資料處理，顯著水準設定為α = .05，若達顯著水準，則以 Bonferroni 法進行事後比較。結果：研究發現，擊球表現得分部分，不同組別與前後測的交互作用達顯著 (p < .01)，經單純主要效果分析發現實驗組在後測表現顯著高於前測 (p < .01)，並優於控制組 (p = .016)。擊球時機部分，不同組別與前後測的交互作用未達顯著 (p > .05)，組間與前、後測皆未達顯著差異 (p > .05)。結論：本研究所自訂之桌球影片情境測驗，雖對於擊球時機未有顯著改變，但對於擊球表現得分有顯著的提升。透過影片情境測驗，觀察並記憶職業選手比賽的動作以及追蹤擊球軌跡，可輔佐日常隊伍訓練，提升桌球運動員接發球後第四板起板技術的理解，使技術實力得到改善。  Purpose: This study used the video-based situational test to enable table tennis players to observe and remember the game process of professional players, and to explore whether it can improve the fourth attack after receive performance of table tennis players. Methods: In this study, twenty-six table tennis players were recruited, and they first performed the pre-test of the fourth attack after receiving. According to the performance of the pre-test, they were divided into an experimental group and a control group. The experimental group took the individually developed video-based situational test three times a week for 6 weeks; the control group did not do any intervention. During the experiment, both groups maintained daily formal training. After 6 weeks, a post-test of the fourth attack after receiving were conducted, and were compared with pre-test for the two groups. Two-way mixed design ANOVA was used for data analysis, and the significance level was set at α = .05. Results: The study found that the performance score had a significant interaction between group and test factors (p < .01). The simple main effect analysis showed that the experimental group’s performance score in the post-test was significantly higher than that in the pre-test (p < .01), and better than the control group (p = .016). For the timing of shots, the interaction between group and test factors was not significant (p > .05), and there was no significant difference between two groups and pre- and posttest (p > .05). Conclusion: Although there was no significant change in the timing of the fourth attack after the six weeks of video-based situational test, it has indeed a significant improvement in the performance score for the table tennis players. Observing and memorizing the professional player’s movements and tracking the trajectory of the ball through the video-based situational test can assist daily team training, improve the understanding of table tennis players’ technique of fourth attack after receiving.