PETTLEP意象結合行動觀察對提升國中射箭運動員意象能力與運動表現之效果

動作意象與行動觀察兩者皆能有效提升動作技能表現與學習，但在過去研究中，兩者是被分開單獨使用的，近年來有研究指出，兩者結合將會比單獨使用在動作技能表現與學習上更具效果，而意象能力的優劣，影響意象使用的效果。本研究將分為兩部分，第一部分為動作意象量表-3中文版翻譯修訂，提供一份具有信、效度測量意象能力的工具。接著以此量表為研究工具，近一步檢驗PETTLEP意象、行動觀察及兩者結合對意象能力提升的有效性。第二部分則以Holmes與Collins (2001) 所提出的PETTLEP意象模式及行動觀察的鏡像神經元為理論架構，檢驗PETTLEP意象、行動觀察以及結合PETTLEP意象與行動觀察，三種不同介入方式對國中射箭運動員射箭技能表現、學習及動作意象能力的有效性。研究第一階段以臺灣中學與大專運動員為研究對象，共招募14種運動項目，519名運動員。研究二則以六所國中射箭運動員為研究對象，並以立意取樣方式將參與者分為PETTLEP意象組 9 人、行動觀察組 11 人、結合PETTLEP意象與行動觀察組 9 人以及控制組 9 人，共38人，進行每週三次持續6週共18次介入課程，以瞭解在進行介入後對運動員運動表現、學習及動作意象能力的效果提升。本研究第一階段採驗證性因素分析，檢驗量表信、效度，結果顯示中文版動作意象量表包含三個潛在變項，分別為動覺意象、內在觀點以及外在觀點，其理論模式具有可接受的整體適配度、幅合效度、區別效度以及建構信度，並且通過測量恆等性檢定。研究二經混合設計二因子變異數分析後發現，四個不同組別在意象能力與射箭表現上並未達到顯著效果，但在不同測驗別上整體意象能力與射箭表現皆達顯著差異。最後本研究依據研究結果進行討論，並進一步提出未來研究建議。

關鍵字

功能等同性；動作模擬；行動表徵；動作意象能力

並列摘要

Both motor imagery and action observation can effectively improve action skill performance and learning. However, in past research, the two have generally been used separately. In recent years, studies have demonstrated that the combination of the two would be more effective than the performance and learning of action skills alone, and the pros and cons of the imagery will influence the imagery’s effect. This study is divided into two parts. The first part is the translation of the Chinese version Movement Imagery Questionnaire-3, providing a tool with the ability to measure the trust and validity of the imagery ability. Then this scale is used as a research tool to further examine the effectiveness of PETTLEP imagery, action observation, and the combination of the two on enhancing imagery ability. The second part is based on the PETTLEP imagery model pattern proposed by Holmes and Collins (2001) and the mirror neurons of action observation, where the PETTLEP imagery, action observation, and combining PETTLEP imagery and action observation are tested. We used three different intervention methods to test the effectiveness of the archery skill performance, learning, and imagery ability among the junior high school archery athletes. In the first phase of the study, Taiwanese middle school and junior college athletes were selected as subjects, recruiting a total of 519 athletes from 14 sports. In the second part, archers were selected from six junior high schools, and the participants were divided into nine in the PETTLEP imagery group, 11 in the action observation group, nine in the combning of PETTLEP imagery and action observation group, nine in the control group, enrolling a total of 38 individuals in a six-week intervention course where they learned to enhance athletes' athletic performance, learning, and action imagery ability three times per week. In the first stage of the study, we carried out confirmatory factor analysis to test the reliability and validity of the scale. The results showed that the Chinese version of the movement imagery questionnaire contained three potential variables, namely, kinesthetic imagery, internal perspective, and external perspective. Its theoretical model has acceptable overall fit, amplitude and validity, discriminant validity, and construction reliability and is measured by identity verification. In the second part of the mixed-design two-factor variation, the four different groups were found not to achieve significant results in imagery ability and archery performance, but both the overall imagery ability and archery performance varied significantly on different tests. Finally, this study discussion the research results, and further proposals for future research are proposed.