| 摘要: | 本研究的目的在探討視覺化PETTLEP意象訓練與正念傾向對籃球中距離投籃表現的影響。從309名體育專業大學生中隨機招募的77名學生 ( 其中，男生64人；女生13人；平均年齡 = 20.32 ± 1.09歲 ) 參與了實驗，其中高正念38人，低正念39人。採用視覺化PETTLEP意象訓練作為實驗介入方式，將參與者分為6組：高正念內在意象組 ( H-II, n = 13 ) 、高正念外在意象組 ( H-EI, n = 12 ) 、高正念控制組 ( H-CO, n = 13 ) 、低正念內在意象組 ( L-II, n = 14 ) 、低正念外在意象組 ( L-EI, n = 12 ) 、低正念控制組 ( L-CO, n = 13 ) ，進行為期6週，每週3次的實驗介入，並在後測結束後7天進行保留測試。研究採用三因子變異數分析2 ( 高、低正念 ) x 3 ( 三種實驗處理 ) x 3 ( 三個測驗時間 ) 混合設計進行數據分析，結果發現意象與正念和測驗時間之間無交互作用，測驗時間與正念水準存在交互作用；測驗時間與實驗處理 ( 意象介入方法 ) 存在交互作用。確切的說，視覺化PETTLEP意象訓練結合身體練習和單純身體練習的方法均能提高參與者中距離投籃的表現，但PETTLEP內在意象結合身體練習的訓練效果在保留期要顯著優於外在意象組；且高正念傾向者在保留期的表現要顯著優於低正念組。最後，本研究針對限制、未來的研究方向、和實務上的應用進行討論。
The purpose of this study was to examine the effect of visualized PETTLEP imagery and mindfulness disposition on basketball mid range shooting performance. Seventy-seven students (Mean age = 20.32 ± 1.09) with high/low mindfulness disposition (high n = 38; low n = 39) selected out of 309 students of school of physical education performed basketball mid range shot under visualized PETTLEP imagery. Participants were randomly assigned into following six groups: high mindfulness internal image group (H-II, n = 13), high mindfulness external image group (H-EI, n = 12), high mindfulness control group (H-CO, n = 13 ), low mindfulness internal image group (L-II, n = 14), low mindfulness external image group (L-EI, n = 12), low mindfulness control group (L-CO, n =13) . Participants engaged in a 6-week (3 times/per-week) intervention, plus a retention test conducted a week later. A three-way (2 (high/low mindfulness) X 3 (experimental treatments) X 3 (times)) mixed ANOVA statistical analysis indicated there is no interaction between the three factors, but mindfulness disposition interacted with time, as well as experimental treatments and time. Specifically, both visualized PETTLEP imagery plus physical practice (PP) and PP only improved participants’ mid range shooting performance from pre to post. However, the effect of PETTLEP internal image combined with PP was significantly better than that of external imagery during the retention period, and high mindfulness participants performed significantly better than low mindfulness participants in the retention period. In addition, the theoretical implications, limitations, future research directions, and practical implications were discussed. |
