本研究旨在探討不同表現獲知對排球低手發球表現的影響。以台北市私立中國文化大學體育排球選修課學生75名學生為受試者，男生51名，女生24名。受試者皆為從未接受過排球訓練或學習過之學生。以隨機分派方式分派到控制組、口語表現獲知組、自我影像表現獲知組和標準影像表現獲知組。進行共計六天，每次一小時的排球發球教學，並用數位攝影機拍攝其前後測的技能表現，並聘請教練為其作評分人員。以二因子混合設計來進行統計考驗、單純主要效果和事後比較（LSD）加以考驗。本研究得到結論：控制組、口語組、自我影像組和標準影像組達顯著差異。標準影像組效果比自我影像組、口頭組和控制組好；自我影像組效果比口頭組和控制組好；口頭組效果比控制組好。
The aims of this study is discuss the effects of different KP on volleyball side serve. The subjects are 75 univ students of CCU that majored the volleyball class and never do the training about it. They assigned to the control group, spoken language group, self image group and standard image group, to carry out the volleyball serve teaching for 6 days, and used the DV to photo the image in the pre-test and post-test. After it, the 3 volleyball coaches make a grades for each one. This study took dual-factor mix design and comparision was made for any simple main effect or interaction having reached its significant level. This study set the significant level for all assumed tests at .05. The conclusions as following: the control group, spoken language group, self image group and standard image group have reach the significant level. The standard image group is batter than control group, spoken language group ＆ self image group; self image group is batter than control group ＆ spoken language group; spoken language group is batter than control group.
