「科技」如何應用於體育教學進而提升學習績效一直是體育學界所關切的重點。近年來，網路輔助學習廣泛運用在許多教育課程之中，在這樣虛實整合的教學環境之下，其被視為能有效提高學習績效的教學方法。然而，卻少有研究是以運動學習的情境來探討網路輔助學習對教學所產生的效益。針對在重視實體操練的運動技能上，網路輔助學習系統該如何配適學習者需求?使用行為與學習成效上是否存在不同的現象與意涵?以上即為本研究的主要探討目的。本研究以科技績效鏈(TPC)為理論基礎，探討配適性的設計在網路輔助學習中的重要性。以選修大學網球體育課程的102位學生為研究對象，課程中配合「網路學習系統」來輔助學習，依照不同教學策略分為傳統組(Traditional Group)、配適組(Fit Group)、低配適組(Poor Fit Group)等三組，進行為期一學期每週2小時共18週的實驗。學期末採用問卷、訪談等方式，以路徑分析解釋TPC研究架構，並針對不同的實驗組別對學習成效之影響進行探討。

研究結果顯示(1)科技任務配適性、系統使用行為正向影響學習成效(2)期望效果、社會影響對系統使用之影響上兩組別具有差異之結果(3)配適組之學習成效顯著優於低配適與傳統組;低配組與傳統組間在學習成效上則無顯著差異。最後針對網路輔助技能學習提出建議以供未來實務推廣及後續研究之參考。

How to apply “technology” to sport teaching for elevating the learning effectiveness is always what the academic of sport concern. In recent year, Web Aided Learning is widely used in many courses. In this kind of Clicks-and-Mortar learning environment, Web Aided Learning is seen as an effective way of learning. However, there isn’t much research which is based on Sport Learning; concentrate about the effectiveness of Web Aided Instruction System.

How Web Aided Learning System adapt to the need of the learner in the field of sport which emphasize much more on practical training. Does utilization and learning effectiveness have different meaning? This is the main point of this research.
This research is based on the theory of Technology to performance chain, discuss about the importance of the Task-technology fit in web aided learning.102 university’s students were randomly assigned into three teaching method groups: Tradictional Group, Fit Group and Poor Fit Group. Each group received eighteen 120-min periods of instruction. Discussing about the effectiveness of learning and utilization of different groups.

The findings revealed that (1) Task-technology fit and Utilization has Significant positive effect on learning effectiveness. (2) precursors of utilization have difference result on two web-aided groups (3) the learning effectiveness of the Fit Group were more favourable to Poor Fit Group than the Tradictional Group.Other factors that may be effect on learning effectiveness are discussed.

中文部份
一、碩博士論文
[1] 何鎔靜，「多媒體輔助體育教學對國小五年級學童體育課態度與動作技能表現之影響」，國立體育學院體育研究所碩士論文，未出版，台北市(2007)。
[2] 陳威宇，「台北市國中健康與體育領域教師資訊科技融入教學之調查研究」，國立台灣師範大學體育系碩士論文，未出版，台北市(2006)。
[3] 陳錦瑜，「網路與實境混成式英語自學法概念架構之研究」，國立臺灣科技大學管理研究所碩士論文，未出版，台北市(2007)。
[4] 盧秋如，「多媒體輔助教學對大學生學習動機與桌球技能學習成效之影響」，台北市立體育學院運動科學研究所碩士論文，未出版，台北市（2005）。
[5] 梁聖儀，「以合作學習為基礎的網路學習社群系統開發之研究--以國小簡易籃球為例」，國立體育學院運動科學系碩士論文，未出版，台北（2003）。

二、期刊
[1] 王儀旭、周建智、邱仕友，「探討不同體育教學回饋策略模式介入對投擲學習效果的影響」，復興崗學報，81，273-302(2004)。
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[7] 計惠卿、吳斯茜，「從網路空間屬性談網路學習社群的特質」，台北市終身學習網通訊，41輯，(2008)。
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三、中文書籍
[1] 行政院體育委會員，「中華民國97年運動城市排行榜調查」，台北市：行政院體育委會員（2008）。
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[3] 彭臺臨，「臺灣地區國民運動行為與政策意涵之研究」，台北市：行政院體育委會員（2006）。
[4] 資策會資訊市場情報中心，「數位學習市場趨勢與創新服務模式研究報告」，資策會資訊市場情報中心(2008)。

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網路資源
[1] 徐韻翔（2006年11月7日），「台灣人不愛動世界有名 平均每天坐七小時」。中廣新聞網。http://www.npf.org.tw/post/3/5745
[2] 徐培薇（2009），「台灣大學生越大越不愛運動」。http://news.cts.com.tw/cts/life/200903/200903300263875.html
[3] United States Tennis Association，http://www.usta.com/
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[5] AmaGolf.korea http://www.amagolf.co.kr/