目的：本研究探討內在和外在注意力焦點指導對不同技能水準國小學童運球上籃表現的影響。方法：招募國小二個五年級班級55名學童為參與者，將其分派為外在注意力組27人、內在注意力組28人，在進行前測的運球上籃測驗後，即介入四週共八次的注意力指導教學活動，接著進行後測。並將參與者依照前測成績區分為高技能和低技能水準，利用二因子變異數分析檢驗注意力指導策略與技能水準在上籃表現上的差異情形。結果：技能水準較低的學童，經由外在注意力焦點的指導後，比內在注意力焦點的指導要有明顯進步；技能水準較高的學童，無論外在或內在注意力焦點的指導，在運球上籃的表現都沒有提升作用。結論：對於技能水準較差的學童，體育老師應該多採用外在注意力焦點的指導策略，將學童注意力引導至任務目標上，從而有效提升他們的動作表現。

Purpose: This study examined the impacts of internal and external focus instructions on basketball lay-up performance in elementary schoolers with different skill levels. Method: This study recruited a total of 55 children from two classes of fifth grade in the elementary school as participants. Among all participants, 27 of them were assigned to the external attention focus group, while the rest of 28 were the internal attention focus group. Each group underwent the pre-and post-test on the basketball lay-up before and after 8 sessions with different attentional focus instructions. The obtained data were further analyzed using two-way ANOVA. Results: The results found that students with lower skill levels progressed significantly through the instructions with an external focus of attention than those with an internal focus of attention. In comparison, students with higher skill levels improved subtly with guidance from either external or internal focus of attention. Conclusion: The findings of this study suggest that physical education teachers should employ more external attentional focus instructions to direct students’ attention to task goals for those with poor skill levels, thereby effectively improving their movement performance.

外在注意力焦點; 內在注意力焦點; 限制動作假說; 指導語

external focus of attention; internal focus of attention; constrained action hypothesis; instruction