從意象概念運用在健身運動或競技運動中提升個體運動動機或認知已普遍被證實，然在體育課中則尚未被進一步驗證。目的：本研究以Holmes及Collins（2001）所發展的PETTLEP意象模式為理論架構，探討PETTLEP意象模式的介入對於大一學生體育課中運動表現的影響。方法：本研究以兩個班級共72位大一學生為研究對象，介入為期5週，檢驗學生體適能項目，籃球罰球與排球發球運動表現，並使用意象能力量表作為實驗操弄檢核。結果：根據二因子混和設計分析後結果發現，在兩個運動表現上皆未發現交互作用效果，籃球罰球表現上發現後測高於前測，以及實驗組優於控制組的主要效果；排球發球表現上也發現後測高於前測主要效果，但實驗組與控制組的未達顯著主要效果。結論：儘管在組別與前後測之間未發現交互作用結果，然而，在籃球測驗實驗組與控制組之間皆發現有意象介入組別其運動表現皆優於控制組，排球則無組別差異，與過去實證研究部分相符，顯示PETTLEP意象訓練確實能在一般體育課中使用。
The promotion of individual sports motivation or cognition from the concept of imagery has been generally confirmed. Purpose: Therefore, this study uses the PETTLEP imagery model developed by Holmes and Collins (2001) as the theoretical framework to explore the influence of the intervention of the PETTLEP imagery model on the performance of freshman students in physical education. Methods: This study recruited 72 freshman students in two classes and five-week intervention in experiment group. Exam the physical fitness of students, basketball free throw and volleyball serve performance, and use the image log and the image ability scale as an experimental manipulation check. Results: According to the analysis of the two-factor mixed design, it was found that no interaction effect was found in the performance of the both sports. It was also found that the main effect of the post test was higher than the pre-test, and the main effect of the experimental group was better than the control group in basketball free throw. Conclusion: Although no interaction results were found between the group and the pre- and post-test, it was found between the experimental group and the control group that the imagery intervention group had better sports performance than the control group, which was consistent with past empirical studies. PETTLEP imagery training can really improve students' sport performance.
