目的:本研究透過桌球影片情境測驗，讓桌球運動員觀察並記憶一系列職業桌球員比賽過程，並回答相關問題，包含選手擊球軌跡、得分手法等，探討影片情境測驗能否引發觀察學習效果，針對桌球運動員接發球後第四板技術的表現，包含擊球綜合成績與擊球時機是否有所改善。方法:本研究招募26位桌球運動員分為12位控制組與12位實驗組，運動員皆為成功大學系、校隊桌球隊隊員。在實施影片情境測驗訓練前，進行桌球接發球後第四板起板技術前測。根據前測表現以準實驗設計配對分為實驗組與控制組。實驗組將進行為期6周，每周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周之後，再進行桌球接發球後第四板起板技術後測，並比較兩組在後測表現的差異。統計分析:本研究採用二因子混和設計變異數分析Two-way mixed design ANOVA 進行資料處理，顯著水準設定為α = .05。結果:研究發現擊球綜合成績在不同組別以及前後測變項上交互作用達顯著(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)。擊球時機在不同組別以及前後測變項上交互作用未達顯著(p>.05)，且主要效果亦沒有顯著影響(p>.05)。結論: 本研究所自訂之桌球影片情境測驗，是為探討觀察學習對於接發球後第四板起板技術擊球表現以及擊球時機變化之影響。桌球運動員若能夠善用本研究所設計之影片情境測驗脈絡來觀看影片，將可輔佐日常隊伍訓練，提升接發球後第四板起板技術的理解，為自己的球技術實力更上一層樓。

關鍵字:桌球、觀察學習、影片情境測驗、接發球、起板

Purpose: This study used the video-based situational test to strengthen table tennis players’ technical skills by memorizing the game process of a series of professional competitions. Methods: 26 table tennis school or department team players were recruited and divided into control groups and experimental groups. A pre-and post- test of the fourth attack after receiving was conducted. The experimental group would have a 6-week video test; the control group wouldn’t do any intervention. Two-way mixed design ANOVA was used for data processing, the significance level α = .05. Results: The study found that the overall score of the stroke had a significant interaction between two groups (p < .01). The simple main effect analysis showed that the experimental group's performance in the post-test was significantly higher than that in the pre-test (p < .01), and better than the control group (p = .016). There was no significant interaction between the two groups and pre-and post-test variables on timing (p>.05). Conclusion: The purpose of this study was to explore the effect of observational learning on the performance of the fourth attack after receive. Table tennis players could make good use of the video situational test context designed by this study and thus improve the concept of the fourth attack after receiving technique.
Keywords: Table Tennis, observational learning, video-based situational test, fourth attack after receive

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