Cleveland State University.
J Appl Behav Anal. 1987 Winter;20(4):405-11. doi: 10.1901/jaba.1987.20-405.
A multiple baseline design was used to examine the effects of stimulus self-cueing on the acquisition of forehand and backhand returns by beginning tennis players (N = 24). A four-step verbal cueing program was introduced during intervention. Both the use of the technique and the successful number of returns were recorded. Each group showed an acceleration in skill acquisition during intervention, with both forehand and backhand returns improving over 45% from baseline conditions. Implications for the teaching of beginning tennis skills are discussed.
采用多基线设计来考察刺激自我提示对初学网球者正手和反手回球的习得效果（N=24）。在干预过程中引入了四步口头提示程序。记录了技术的使用情况和成功回球的数量。每个组在干预过程中都表现出技能习得的加速，正手和反手回球都比基线条件提高了 45%以上。讨论了这对初学网球技能教学的启示。
