不同PETTLEP意象模式對高中乙組籃球員之移位跳投表現、自信心及焦慮之影響

外線投射在籃球競賽中的地位是與日俱增，而在身體練習之外，意象訓練也是一項經由研究證實對表現有效提升的訓練方式。但對於何種意象傳遞方式一直都還未有定論。目的：本研究藉由比較規律式、漸進式及倒退式三種PETTLEP意象模式對跳投表現、狀態焦慮及自信心的影響，以探討不同意象模式是否能提升表現及相互之間是否存在差異。方法：本研究以4支參與107學年度高中乙組籃球聯賽之隊伍為研究對象，每支隊伍均招募12位參與者。並以隊為單位，隨機分派為規律意象組、漸進意象組、倒退意象組及控制組。三個意象介入組依照PETTLEP意象模式中的七個要素進行介入，聆聽該組別專屬之指導語並進行為期4週的介入，每週3次，總共12次的意象訓練。所得資料以混和設計二因子變異數分析，考驗四組在跳投表現、狀態焦慮及自信心三個變項於前、後測的差異。結果：統計結果顯示，四個組別的跳投表現、狀態焦慮及自信心於前測均無顯著差異，而三個變項的結果均顯示，不同組別和測驗皆有顯著交互作用。單純主效果顯示，漸進組和倒退組顯著提升跳投表現；規律組和漸進組顯著降低狀態焦慮得分；規律組和漸進組顯著提升自信心。結論：漸進組於三個變項之結果均有顯著差異，建議實務人員針對高中球員可漸進式給予要素，較不會造成負擔。建議未來研究深入探討不同項目、技能水準和在增加/刪減不同意象要素之間對是否能增進表現的因果關係。

關鍵字

功能等同性；規律式意象；漸進式意象；倒退式意象；高中乙組

並列摘要

The position of Jump-shot is becoming increasingly important in a basketball competition. In addition to physical practice, imagery training is another effective training method proven by studies for improving performance. However, there is no certain conclusion that which imagery training is more practical. Purpose: The study is to investigate the effects on jump-shot performance, anxiety, and confidence by comparing three PETTLEP imagery patterns: regular, progressive and retrogressive imagery patterns. And to further explore the difference between these imagery patterns and whether these imagery patterns can actually improve performance. Method: Four teams participating in the 107-year high school divisionⅡbasketball league are selected as subjects in the study. Twelve participants are recruited in each team which randomly divided into regular imagery group, progressive imagery group, retrogressive imagery group and the control group. In accordance with the seven elements of PETTLEP imagery patterns, three imagery groups are being conducted. The training sessions are delivered three times per week for four weeks. The data were analyzed by the Two-way mixed ANOVA to see the difference of three variables: jump-shot performance, anxiety, and confidence after the trial. Result: The statistical results indicated that there is no significant difference in jump-shot performance, anxiety, and confidence from the pretest. But these three variables showed a remarkable affection between different teams and tests. The simple main effect reveals that the progressive group and the retrogressive group extraordinarily improve the performance of the jump-shot; and regular group and the progressive group reduce considerably the anxiety; and the regular group and the progressive group extremely enhance the confidence. Conclusion: The result indicated that the progressive group is highly effected of these three variables. It is suggested that to gradually give the elements to high school basketball players would be less stressful. Researchers can expand more on the cause and effect that whether different projects and different ability standards upon increase or decrease the imagery elements could improve the performance in the future.