第一節 結論
本研究兩個實驗所提出的研究問題，經所發現的結果與討論後，提出以下結
論：
一、在非自我控制的條件下，針對學習者對於誤差方向判斷錯誤的試作提供外在
回饋訊息，對於動作表現與學習的準確性與穩定性並沒有影響。
二、誤差方向判斷正確的試作，動作表現的誤差值與主觀估計動作表現誤差值，
皆較誤差方向判斷錯誤的試作高，意即誤差方向判斷錯誤的試作的實際動作
表現準確性，較誤差方向判斷正確的試作準確性高，而在主觀的估計的動作
表現亦是相同趨勢。
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三、在無論學習者正確判斷誤差方向與否的試作中，學習者實際動作表現絕對誤
差值皆較主觀估計絕對誤差值高，亦即學習者具有高估自我表現的現象。
四、在自我控制回饋的練習條件下，結合寬帶回饋於動作表現絕對誤差值誤差落
於較小範圍內的試作後提質性回饋訊息，對於動作表現的準確性沒有正面的
影響，但對於動作表現的穩定性則有提升的作用。
五、在自我控制回饋的練習條件下，結合寬帶回饋於動作表現絕對誤差值誤差落
於較小範圍內的試作後提質性回饋訊息，對於動作學習的準確性沒有正面的
影響，但對於動作學習的穩定性則有提升的作用。
六、在自我控制回饋的練習條件下，學習者要求回饋試作的動作表現較不要求
回饋的試作動作表現準確性較高。但在練習條件的限制下，學習者可能會
透過學習策略尋求回饋訊息，而在動作表現上產生不同的回饋要求趨勢。
第二節 建議
依據本研究發現，本節內容分成未來研究方向及實際應用兩個部分提出建議，
分述如下：
一、未來研究方向：
1.建議進一步檢驗動作學習歷程中不同練習與回饋安排的內在歷程錯誤偵查變
化。
2.以增加最大最小控制原則的實驗設計進一步檢驗回饋的訊息功能。
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3.進一步檢驗依據動作表現為依據的回饋安排方式的動作學習效應。
4.釐清在動作表現相對較佳的試作後提供回饋在動作學習上的影響因子。
5.檢驗回饋安排的表現估計與學習的後設認知。
6.探討寬帶回饋的質性回饋訊息自我控制回饋條件中的最適範圍。
7.探討自我控制回饋條件設定的自我調節學習策略。
二、實際應用：
1.練習過程中提供學習者對於練習條件特定變項的自主性，由學習者主動練習與
回饋等內容的安排。
2.指導者宜在動作表現相對準確時提供回饋訊息，以作為動作修正及動機提升的
作用。
3.指導者應在學習提出回饋需求，提供其所需的訊息，但避免於相當接近目標的
試作後提供有關動作表現的精確回饋訊息，以避免造成不當的修正效應。
4.指導者在練習過程提供有助知覺勝任感的回饋訊息，但亦應使其知悉知當下動
作表現與未來動作表現的差異。
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