本研究的目的在探討明確目標與漸進目標對動作表現的影響，以作為教學或訓練的參考。本研究以台北市私立十信商工199名學生為對象，將受試者分配至短期目標紅、長期目標組、短期加長期目標組、及盡力而為組等四鈕，進行三週的排球低手傳球教學及測驗;且將短期目標紅、長期目標組及短期加長期目標組定義為明確目標，盡力而為組定義為非明確目標;將短期目標組及短期加長期目標組定義為漸進目標，長期目標組及盡力而為重且定義為非漸進目標。所得的資料以獨立樣本t檢定法進行統計分析，並以α二.05為顯著水準。結果發現，設定明確目標(M=1O.7，SD=16.9)在排球對牆低手傳球表現優於非明 確目標(M=7.1，SD=6.1);設定漸進目標(M=12.1，SD=20.1)在排球對牆低手傳 球表現優於非漸進目標(M= 7.6，SD = 6.5)。因此，建議教師及教練在教學或訓 練時宜設定明確或漸進的目標，以幫助學生或選手達到較佳的動作表現，水準。

The purpose of the present investigation was twofold: to determine if subjects who set specific goals perform significantly better than those who set "do you best" goals， and to examine the importance of goal proximity on the performance of the under-hand passes of volleyball. Subjects were randomly assigned to one of the following conditions: (a) short-term goals， (b) long-term goals， (c) short-plus long-term goals， (d) "do your best" goals. They were tested once a week for 3 weeks. Subjects in the short-term goal condition had weekly goals， whereas those in the long-term goal condition had only a end goal. Results indicated the short-plus long-term group exhibited the greatest increase in performance although the short-term and long-term groups also displayed significant improvements. Results are discussed in terms of Lock's goal-setting theory as well as recent empirical goal-setting studies conducted in physical activity settings.