依據研究結果的發現，分為未來研究建議與實際應用兩部分進行陳述：
一、未來研究方面的建議
（一）結合觀察與身體練習的方式
研究結果皆顯示觀察與身體練習皆能促進動作學習，若兩者同時使用在動作學 習的過程中，是否會有更加成的效益存在?若結合式練習可更助於動作表現與學習，
那麼，順序的安排又是另一個待解的問題。
（二）觀察重點的提示
本研究因強調錯誤估計工作，因此觀察者會聚焦於動作的誤差角度上，因此，
未來研究可移除錯誤估計工作的指令，探討觀察者是否能自行在觀察期間獲得有 效訊息以助於自我動作的發展?
（三）回饋頻率的安排
本研究採用 100%KR 安排，但過去關於 KR 頻率的研究大多指出在動作習得 的過程中，較低 KR 頻率較利於動作表現與學習，因此未來研究中可安排較低頻率 KR 或是漸退的 KR 頻率以觀察 KR 頻率是否也會影響此空間性移動工作的表現與 學習。
（四）示範者的動作精熟度
過去文獻指出示範者的動作越精熟將更利於觀察者的學習，因此未來研究可 將動作困難度提升，以比較精熟與不精熟示範者對於觀察者動作學習的影響。
二、實際應用方面的建議
從本研究得知觀察的學習方式有助於動作學習，即便沒有實際參與行為的操作也可 獲得相同的學習效果，在教學場域中，若遇上新動作的教學，可先讓學習者使用觀察的 方式學習，除了降低嘗試新動作的恐懼之外，也可全面性的獲取新動作相關訊息，有助 於之後執行動作的表現與學習，此外，學習者從事觀察較不會有受傷的風險，在運動訓 練場域中可節省運動員過度的能量消耗，透過觀察發展的錯誤偵察能力不僅能觀察自我 動作也可偵測出他人的錯誤，這兩種動作錯誤的訊息都可以提醒學習者避免犯錯或是更 加精進自我動作表現。
參考文獻
中文部分：
陳玉芬、卓俊伶 (1997)。感覺回饋訊息對簡單動作表現與學習的影響。體育學報，23，
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張櫻玉、卓俊伶 (2003)。錯誤估計與結果獲知對空間移動性動作表現與學習的影響。臺 灣運動心理學報，2，77-92。
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附 錄
附錄一
參加者須知及同意書
您好：
我是國立臺灣師範大學體育學系碩士班的研究生，目前正在進行關於動作學習的研 究，非常榮幸能邀請您參與本次的研究，希望能先徵求您的同意並簽名。
本實驗過程共需兩天的時間，實驗工作為簡單的空間移動工作，第一天需要您執行 該動作（或觀察）60 次，過程約一個小時；第二天同樣以此動作進行 12 的次試作，過 程約 5~10 分鐘。本實驗純屬動作學習的研究，不會對人體健康造成任何傷害。實驗結 果僅對團體結果做比較，不做個人分析，您可以自由選擇是否參與此次研究。
在您簽署同意參與本實驗，若於實驗期間有任何不舒服的感覺、或改變心意想退出，
您可以隨時告知研究者，退出實驗而不受任何約束。同時為確保研究參與者的隱私權，
任何有關您的資料均會妥善保管，旁人無從獲知。若將來本篇研究公開發表或出版時亦 不會顯現您的資料。
最後，誠摯的感謝您的熱情參與協助本研究。
研 究 者：郭 安 婕 (H)02-28276982 (M)0938-828394 指導老師：卓 俊 伶 博士 (O)02-77343201
單 位: 國 立 台 灣 師 範 大 學 體 育 學 系
『參加者同意書』 編號 ______ 組別_____日期_______
經過詳細閱讀以上的陳述，我已了解且同意參與上述研究。
學生姓名(簽名)：___________________，性別：______
出 生 日 期：_________年_____月_____日
聯 絡 電 話：_________________________
附錄二
慣用手問卷
No.
謝謝您參與本研究，請依照您個人平時的習慣勾選回答下列問題
項目 勾選欄
用筷子吃飯時，我會用 □右手 □左手
簽名時，我會用 □右手 □左手
畫圖時，我會用 □右手 □左手
需要切水果時，我會用 □右手 □左手
需要用湯匙喝湯時，我會用 □右手 □左手
喝飲料需插吸管時，我會用 □右手 □左手
使用打火機時，我會用 □右手 □左手
掃地時，我會用 □右手 □左手
刷牙時，我會用 □右手 □左手
投擲垃圾，我會用 □右手 □左手
附錄三
表 4 保留測驗之客觀與主觀錯誤絕對誤差值-單因子變異數分析摘要表
變異來源 SS df MS F η2 組間 (B) 15.803 2 7.902 8.052* .040 組內 (W) 379.789 387 .981
全體(Total) 395.592 389
*p < .05，單位：度(°)
表5 保留測驗之客觀與主觀錯誤絕對誤差值-組別主要效果事後比較表
組別 M 觀察組 身體練習組 控制組
觀察組 0.72 - - *
身體練習組 0.84 - *
控制組 1.19 -
*p < .05，單位：度(°)
表 6 保留測驗之絕對誤差值-單因子變異數分析摘要表
變異來源 SS df MS F η2 組間 (B) 110.496 2 55.248 13.553* .065 組內 (W) 1577.548 387 4.076
全體(Total) 1688.044 389
*p < .05
表7 保留測驗之絕對誤差值-組別主要效果事後比較表
組別 M 觀察組 身體練習組 控制組
觀察組 1.77 - - *
身體練習組 1.88 - *
控制組 2.95 -
*p < .05，單位：度(°)
表 8 保留測驗之變異誤差值-單因子變異數分析摘要表
變異來源 SS df MS F η2 組間 (B) 9.702 2 4.851 4.493* .200 組內 (W) 38.872 36 1.080
全體(Total) 48.574 38
*p < .05
表9 保留測驗之變異誤差值-組別主要效果事後比較表
組別 M 觀察組 身體練習組 控制組
觀察組 2.00 - - *
身體練習組 1.99 - *
控制組 3.05 -
*p < .05，單位：度(°)
表 10 保留測驗之錯誤修正誤差值-單因子變異數分析摘要表
變異來源 SS df MS F η2 組間 (B) 62.232 2 31.116 9.920* .054 組內 (W) 1091.564 348 3.137
全體(Total) 1153.796 350
*p < .05
表11 保留測驗之錯誤修正誤差值-組別主要效果事後比較表
組別 M 觀察組 身體練習組 控制組
觀察組 1.79 - - *
身體練習組 1.91 - *
控制組 2.73 -
*p < .05，單位：度(°)