本研究以國立台灣工業技街學院四年制一、二年級男生為對象，接受連續21日(次)熟悉水性教材為1節(次) ，提泳教材為10節(次)，蛙泳教材為10節(次)的正課學習，及經過3日(次)的游泳測驗及問卷調查之後，有效樣本為66人，在捷、蛙泳的游泳距離進步情況用t值按定，問卷調查結果用百分比率計算，所得結果與結論摘要如下:1.經過21日(次)課程實驗，無論捷、垃泳在游泳距離均達顯著水準，皆具有正面的學習效果。2.提泳在學習分段動作上受試者認為手臂划水動作困難(12.5%) ，手腳聯合並配合呼吸(換氣)更困難(73.4%)。所以捷泳教學應花較多的時間在這些動作土。3.垃泳在學習分段動作上受試者認為腿部的動作困難(36.1%) ，手腳聯合並配合呼吸(換氣)更困難(44.3%)。所以蛙泳教學應花較多的時間在這些動作上。

This study takes 66 freshmen and sophomores at National Taiwan Institute of Technology as subjects. The subjects were put in a 21-day training program， which includes one hour's getting familiar with water， ten hours' crawl swimming a，1d ten hours' breaststroke swimming. When the program was completed， three tests and a survev were conducted. The results are as follows: 1.After 21 days' training， all subjects showed significant improvement in length of swimming both in crawl and in breaststroke. 2. In crawl swimming， 73.4 percent of the subjects found it difficult to learn armleg coordination and breathing， while only 12.5 percent of them found it difficult to learn arm strokes. It is suggested， therefore， that more time should be used in teaching arm-leg coordination and breathing. 3. In breaststroke swimming， 44.3 percent of the sujbects found it difficult to learn arm-leg coordination and breathing while 36.1 percent of them found it difficult in learning leg strokes. More time， therefore， should be used in teaching arm-leg coordination.