在排球发,扣技术教学中,对动作轨迹,以及击球的高度,起跳时机,扣球击球点,等等没有一个“量化”的标准,常在练习中出现一些错误动作。这就防碍了发、扣动作技能形成的速度。有些教师常采用徒手练习结合1—2节奏的口令,手势等手段进行。由于教师的口令,手势、语言提示等方式,大都属于定性抽象模糊信息,这对初学者来说,很难在实际练习中得到贯彻,“量化”限制性练习手段就在这样的实践背景下提出来的。利用“量化”限制性练习手段能否使学生从学习动作开始就抑制错误动作的 In volleyball, buckle technical teaching, there is not a “quantification” standard for the movement track, the height of hitting, the timing of take-off, the smashing point, etc., and some erroneous actions often occur during the practice. This hindered the hair, buckle skills for the formation of speed. Some teachers often use freehand practice combined with 1-2 rhythm of the password, gestures and other means. Due to the teachers’ password, gesture and language prompt, most of them belong to qualitative and abstract fuzzy information, which is very difficult for beginners to implement in practical exercises. The “quantitative” restrictive practice is put forward under such practical background from. Using “quantitative” restrictive practice can make students from the beginning of the learning action to suppress the wrong action