臺灣運動心理學報 民 110，21 卷，1 期，P1 - 28
Purposes: This study explored the mediated effects of action planning on the relation between middle-aged women's exercise intention and habit, as well as examined the moderated effects of anticipated regret on the mediated mechanism of action planning on the relation between exercise intention and habit. Method: A survey was used to gather responses from a sample of 122 middle-aged women aged 23.58 (± 4.46) years in North Taiwan. Participants were asked to complete a series of inventories, including measures of exercise intention, action planning, anticipated regret, and habit scales. The data were analyzed by hierarchical regression to assess mediation and moderation effects and Hayes (2018) SPSS PROCESS macro model 59 to assess moderated mediation effects. Results: This study indicated that exercise intention and action planning positively affected exercise habits, and exercise intention and anticipated regret positively affected action planning. Additionally, action planning partially mediated the contribution of intention on exercise habits. The indirect effect of action planning was conditional on the level of anticipated regret, action planning acted as a mediator of the intention-habits relationship only for individuals with low or moderate level of anticipated regret. Conclusion: The results highlight the complexity of the relationship between intention and habits and provide evidence for the important role of action planning and anticipated regret.
臺灣運動心理學報 民 110，21 卷，1 期，P29 - 45
Purpose: This study investigated the effect of learning one-handed forehand in tennis by using two-handed forehand as the assisted stroke strategy. Method: The students who participated in tennis courses at the university were divided into two groups: the two-handed forehand group (n = 108) and the one-handed forehand group (n = 112). During 18 weeks of research, all the participants needed to complete the same basic tennis course, then, different teaching strategies were arranged for the two-handed forehand as the assisted group and the one-handed forehand group to learn tennis forehand skills. A two-way mixed design ANOVA analysis was conducted to examine the effects of different teaching strategies on the scores of motor skill results and motor skill performance of one-handed forehand strokes. Results: The results showed that using the two-handed forehand as the assisted stroke strategy had optimum learning efficiency which improved both the motor skill results and motor skill performance. Conclusion: It is suggested that tennis courses in the university should not only keep one-handed forehand lessons, but also consider adding two-handed forehand as assisted stroke strategy into the lessons. This strategy can advance the stability of the tennis stroke and enhance the learning efficiency.