不同影片形式之意象訓練對大專排球運動員訓練成效之影響

Abstract

在資通訊技術高度發達的現代社會中，利用資通訊科技輔助運動訓練，在過去十年有蓬勃發展，特別是運用各式各樣的影音媒體以及影片形式更受到矚目。排球作為全世界參與國家數最多的球類運動，以及其高度動態的特性，過去即有相關研究探討影像媒體在排球上的應用，其中在訓練影片仍以事前提供球員有關客觀空間、位置與動作影像等作為前線索，輔助運動訓練為主，多數研究僅呈現對手的動作影像，而缺少選手對於自身動作以及外部環境的感知等有關意象訓練的研究。因此，基於意象訓練作為運動輔助訓練方法，本研究目的在探討透過不同影片形式的意象訓練對於排球運動技能表現之影響，並進一步比較不同視野與觀看角度，以及運動員本身技巧能力的差異，希望提出能有效協助大專運動員在現實運動場域以外，具有較高效率且個人化的訓練素材與影片形式。 本研究採用準實驗法，招募36位大專排球運動員為實驗對象，隨機分成三組，接受包括全視角360°沉浸式影片、第三人稱視角平面影片以及第一人稱視角影片等三種不同影片形式之意象訓練。每位參與者僅觀看一種影片形式，但在一週內進行兩次的意象訓練，每次意象訓練結束後均測量其動作意象能力與媒體使用態度，以了解其訓練成效。研究結果發現，整體而言影片形式之意象訓練能提升大專排球運動員之運動意象能力，不論是第一人稱視角、第三人稱視角或是全視角360°影片，都能使大專排球運動員的整體運動意象能力提升。但若進一步由外部意象、內部意象與動作意象等三大類之運動意象能力進行比較，雖然使用360°影片對運動員提升外部視覺意象的效果最佳，但統計結果並未顯示顯著差異。此外，研究結果也支持，受試者對影片形式的偏好與接受度，不會影響他們的意象訓練成效，都會獲得良好的學習效果。 基於研究結果與發現，本研究提供排球運動意象訓練的實證研究證據，證明專項運動的意象訓練內容除了身體控制之外，也需要包括運動技術、戰術的認知訓練。

The role of information and communication technologies as assisted training methods in sport has received significant attention for the past decade. Various forms of streaming media and audio/video presentation, including point-of-view (POV) shot, third-person shot, and 360° VR video, also develop rapidly. In the past, studies on the effect of video-assisted training in college volleyball player mainly focused on the accuracy of prediction of opponents’ setting and spiking tactics on court after watching a pre-cueing video. However, there were few research discussing players’ recognition of self body movement and external environment with relation to imagery training. Several studies have proven that imagery training is an effective assisted training technique. The main purpose of this study is to evaluate the effect of imagery training through video on volleyball performance. By comparing video in different vision and angle and disparity in overall abilities between players, our study aims to provide efficient and personalized training materials and film form for college athletes outside actual volleyball court. Quasi-experimental method is adopted in this study. 36 college volleyball team players were randomly assigned to three groups: 360° VR video, third-person shot, and point-of-view (POV) shot. Each group consisted of 12 participants. Each member watched the imagery training video according to their assigned group twice in a week. Pre- and post- measurements were conducted with an adapted version of Vividness of Movement imagery Questionnaire-2 (VMIQ-2), Media Acceptability Questionnaire and individual information form. The result indicated that：(1)Video-assisted imagery training improved the imagery ability of college volleyball players. (2)There was no significant deviation between different type of movement imagery ability in college volleyball players. (3)Little correlation was shown between the efficacy of imagery training and the media acceptability of participants.