本研究旨在探討運用不同回饋訊息方式對大專學生排球肩上飄浮發球技能學習的影響差異。受試者為大學體育課興趣選項排球選修課之86位男女學生，平均身高169.2±6.27公分，平均體重61.4±8.77公斤，平均年齡20.7±2.06歲。以排球選修課三個班級，每班為一個組別分配到三個組別（口語回饋組、標準影像組和綜合組）。並於前測後，接著進行為期12週，每週1次，共計12次每次一小時的實驗期，並於實驗完後馬上實行後測與7日之後保留測驗。本研究統計方法以二因子混合變異數分析來進行考驗。若達顯著性差異，則以單純主要效果與事後比較考驗。本研究之顯著水準訂為α=.05。本研究之結論分述如下：
一、回饋訊息對於排球肩上飄浮發球學習（測驗成績）與保留有相當的作用。
二、回饋訊息對於排球肩上飄浮發球之技能動作表現提升與保留有相當的作用。
三、排球肩上飄浮發球學習（測驗成績）方面，綜合組的學習效果與保留最佳，次之為標準影像組，最差為口語回饋組。
四、排球肩上飄浮發球技能動作方面，綜合組的學習效果與保留最佳，次之為標準影像組，最差為口語回饋組。
The aims of this study was discussed the effects of different feedback model on volleyball float serve. The subjects were 86 male and female students that average height was 169.2±6.27 cm, average weight 61.4±8.77 kg, average age 20.7±2.06 years old. They were assigned to the four experimental groups (control group, self-image group, standard-image group, and multiform group) randomly and carried the four weeks experiment period. The study took dual-factor mix design and comparison was made for any simple main effect or interaction having reached its significant level. The study set the significant level for all assumed tests at. 05. There are four conclusion as following:
1. The feedback benefit to the learning effect (testing grades) and retention of the over-arm float serve.
2. The feedback benefit to the movements learning effect and retention of the tennis float serve.
3. In the over-arm float serve of learning effect (testing grades), the multiform group had the great effect than the others in post-test and retention.
4. In the over-arm float serve of the movements learning effect, the multiform group had the great effect than the others in post-test and retention.
