先前研究指出動作作業的簡單與複雜程度會調節腦波的活化曲線狀態 (Calmels 等人，2008)。雖然，過去研究皆探討精準性運動，但還是需要有區分的 必要性。高爾夫球推桿在精準性運動上被歸類為複雜性運動 (Schmidt & Lee, 2011)。
Ross 等人 (2003) 研究發現在執行高爾夫球動作準備時，主要活動的區域 有執行控制與注意力系統有關的前額葉皮質 (Luks 等人，2002)；視覺空間注意 力有關的頂葉皮質 (Babiloni 等人，2011)；動作計畫與動作控制有關的輔助動作 皮質區 (supplementary motor area) (Lotze 等人，1999)；視覺空間訊息整合有關的 右顳葉皮質區 (Springer & Deutsch, 1998)；偵測錯誤、動作調整與控制的小腦 (cerebellum)(Ross 等人，2003)；情緒產生之過程及過濾不必要的訊息刺激與選擇 性注意力的投入有關的扣帶迴 (cingulate gyrus)( Milton 等人，2007)。根據自陳式 的行為研究上，顯示高技能水準者比起低技能水準者，在準備擊球時的心理準備 較佳、專注力較好、動作較趨近自動化、作業環境與空間的地形判斷較準確、擊 球策略多元、負面情緒與認知思考較為穩定 (Thomas & Over, 1994)。
更進一步，過去在腦波研究上探討高爾夫球研究、Baumeister 等人 (2008) 統整過去研究在精準性運動所發現專家與生手組內與組間差異之指標，來探討高 爾夫球專家與生手的差異。此研究招募 9 位專家與 9 位生手，並採用 STAI 及 VAS 焦慮主觀分數，來控制其它可能干擾腦波之影響因子。作業採四分鐘執行三 公尺的推桿作業並不限推桿次數。結果顯示專家有較高的 Fz、Pz Theta 功率，以 及 Pz Alpha 1 與 Alpha 2 皆顯著高於生手。即表示專家有較佳的注意力來應付作 業的挑戰與較佳的感知覺訊息處裡歷程。然而，此研究不足之處在於並未控制難 度，因此專家在執行作業時相對比起生手會使用較少的資源來執行作業。根據
36
Guadagnoli 與 Lee (2004) 提出挑戰點假說，指出找尋該技能水準階段最適合接 收訊息的最佳練習之難度，即有助於加速學習之效果。因此，本研究設計個人化 50%難度之距離，即有助於提供最佳練習之大腦活化狀態。另外，參與者推桿執 行時不應有時間的限制，而是採用事件-鎖定來記錄每顆推桿 (Cooke 等人，2014)。
Gallicchio 等人 (2015) 招募 10 名專家與 10 名生手，來探討兩組間在推桿 準備期間的皮質間溝通差異。透過腦波相干性的分析手段，來測量皮質之間功能 性的連結程度 (Murias 等人，2007)。結果發現專家 Alpha 2 的 T3-Fz 相干性顯 著低於生手，即表示專家有少的認知-動作干擾 (如：意識的過程)。值得注意的 是，特質與狀態焦慮會調節腦波之狀態。然而此研究並未控制特質與狀態焦慮。
另外，上述研究皆探討專家與生手的差異，並未採用個人 Alpha 頻率段，使精準 找出屬於個別的頻率段之範圍 (Klimesch, 1999)，在參與者人數上皆屬於較小的 樣 本 數 。 綜 合 過 去 在 高 爾 夫 球 研 究 ， 可 以 發 現 過 去 主 要 探 討 專 家 與 生 手 (Baumeister 等人，2008)、專家組內好壞表現 (Babiloni 等人，2008; Kao 等人，
2013)、生手組內好壞表現時皮質活化的差異 (Dyke 等人，2014)。但卻忽略業餘 選手與專家跟生手的心生理機制差異。有鑑於此，如能補足此知識缺口，相信能 夠提供更有效技能獲得發展之途徑。因此，本研究基於過去研究，本研究欲控制 上述未考量到的可能干擾因子，並依據過去在精準性運動所發現腦波指標以及招 募專家、業餘、生手來補足此學習曲線的知識缺口。
37
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