Emmen H H, Wesseling L G, Bootsma R J, Whiting H T, Van Wieringen P C
J Sports Sci. 1985 Summer;3(2):127-38. doi: 10.1080/02640418508729742.
This project is addressed to the effectiveness of video mediated instruction on the learning of the tennis service by novices. The research was carried out in an indoor tennis hall under normal training conditions. Three experimental groups were used: a video-model (VMT), a video-feedback (VFT) and a group with a combination of video modelling and video feedback (VMFT). Two control groups - based on different training periods-were also used: a traditional training group (TT1) which practised for a period of 45 min per training session and a second traditional training group (TT2) which practised for a period of only 30 min per training session. All subjects took part in five successive training sessions. No clear advantages of using video mediated instruction methods in teaching novices the tennis service could be demonstrated. Five sessions of 30 min practical training were shown to be as effective as five sessions of 45 min practical training in producing improvements in both form and achievement scores of novice tennis players. While, in the early stages, form and achievement scores were not shown to be significantly related, after five sessions a significant correlation (P less than 0.05) was shown.
本项目旨在研究视频介导教学法对新手学习网球发球的有效性。研究在正常训练条件下的室内网球馆进行。使用了三个实验组：视频示范组（VMT）、视频反馈组（VFT）以及视频示范与视频反馈相结合的组（VMFT）。还使用了两个基于不同训练时长的对照组：一个传统训练组（TT1），每次训练时长为45分钟；另一个传统训练组（TT2），每次训练时长仅为30分钟。所有受试者都连续参加了五次训练课程。在向新手教授网球发球时，未发现使用视频介导教学法有明显优势。结果表明，五节30分钟的实践训练在提高新手网球运动员的动作形式和成绩得分方面，与五节45分钟的实践训练效果相同。虽然在早期阶段，动作形式和成绩得分并未显示出显著相关性，但在五节训练课程之后，显示出显著相关性（P小于0.05）。
