高爾夫球推桿學習階段對準備狀態之SMR與MU波之影響

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2016

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目的:本研究之目的為探討學習高爾夫球推桿後,參與者在推桿準備期之Mu波 (Mu rhythm) 與感覺動作頻率 (SMR, sensorimotor rhythm) 是否隨著學習而改變。Mu節律與SMR功率之大小被認為與大腦的動作區活化程度有關。Mu波與動作的觀察與執行息息相關,而SMR則與執行動作時的注意力有關聯。雖然兩種腦波指標與動作執行與觀察有高度的關聯,但過去的研究顯少探討動作學習與這兩種腦波指標的關係。方法:本研究研究參與者為四十一名男性,並將參與者分成實驗組與控制組兩組。實驗組20人,控制組21人。兩組參與者皆收取四個學習階段之腦波資料,實驗組參與者在每階段之間須進行每週三次以上的高爾夫球推桿練習,控制組則無須練習。此外,實驗組參與者在收取資料時除了推桿動作外,還需進行撥拉棒作業,以比較實驗組參與者在執行熟悉動作 (推桿) 與非熟悉動作 (撥拉棒) 之差異。本研究比較兩組參與者之推桿分數、推桿準備期之Mu波與SMR功率,以及實驗組本身執行推桿與撥拉棒兩種動作準備狀態之Mu波與SMR功率。結果:經由練習後,實驗組之推桿成績明顯高於控制組。以混合設計二因子變異數分析 (組別x 階段) 比較兩組SMR與Mu波之功率後發現兩種腦波指標皆無交互作用。事後比較後顯示Mu波功率在階段有主效果,隨著階段而上升,而其他統計皆未達顯著。比較實驗組兩種動作準備期之SMR與Mu波後發現不論在何種階段,推桿之Mu波與SMR階高於撥拉棒。結論:本研究發現與過去研究有所差異,其原因可能是因為實驗組練習介入時間不足,導致參與者還未達到"自動化”階段。而兩種動作作業之差異可能來自於動作類型的不同。
Purpose: The purpose of current study was to examine the effect of learning stage of golf putting on Mu rhythm and SMR (sensorimotor rhythm). Previous study reported that Mu rhythm and SMR could be related to activation of motor cortex. Mu rhythm is suggested to be related to movement observation and execution. SMR is linked with attention during movement execution. However, there were only a piecemeal literatures focused on whether motor learning would influence on Mu rhythm and SMR power. Method: The present study recruited 41 male participants, with 20 of them were assigned to the experimental group. Data on Electroencephalography of four learning stages were collected form all participants. The experimental group was instructed to practice golf putting at least 3 times a week between each learning stage. To examine the difference Mu and SMR power between familiar movement and unfamiliar movement, the experimental group was also instructed to perform sticks juggling during EEG data collection. Result: Results showed that Mu rhythm was increased by learning stage gradually. Regarding the effect of movement type, gold putting demonstrated greater effects on SMR and Mu rhythm compared with sticks juggling. Conclusion: The result of the present study were different with previous literature. The main reason of this difference may be resulted from the duration of the practice. Besides, the result of the movement task maybe arise from different movement type.

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動作學習, 自動化, 腦波, motor learning, automatic, EEG

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