本研究旨在編製適用於國小學童之動作想像量表，並探討動作困難學童的動作想像能力。為達成以上之研究目的，本研究分為兩個子研究，子研究一為編製動作想像量表並檢視量表的信效度；子研究二為利用動作想像量表探究動作困難學童的動作想像能力。
子研究一: 基於動作想像相關理論編製動作想像量表，共5個分量表，分別為:「想像有意義的動作-聽覺」、「想像無意義的動作」、「想像有意義的動作¬-視覺」、「假裝有意義的動作-聽覺」、「假裝有意義的動作-視覺」。以來自北部地區144位小一至小四學生作為樣本。經信效度分析，總量表內部一致性達0.848，各分量表，除分量表「假裝有意義的動作-視覺」外，內部一致性亦達0.5以上，顯示此量表具有一定程度的內部一致性。此外，總量表的折半信度為0.82，其中三個分量表「想像有意義的動作-聽覺」、「假裝有意義的動作-視覺」、「假裝有意義的動作-聽覺」的信度也達0.5以上，顯示此量表的折半信度為可接受的。各分量表之間以及分量表與總量表之間具有中高度的相關，顯示量表具有可信賴的建構效度。不同年級學童在各分量表平均數以及總量表平均具顯著差異，顯示此量表對於不同年級學童的動作想像能力具有良好的區辨效度。
子研究二:本研究利用子研究一編製的動作想像量表，招募27位動作困難學童，並依據性別與年級配對27位一般發展學童作為對照組，採用獨立樣本t檢定探討動作困難學童與對照組在動作想像能力以及在各題項的差異，最後採用個案資料分析探討動作困難學童的亞型。
根據兩個研究的結果，獲得以下結論:
一、動作想像能力具發展性
本研究結果顯示國小學童的動作想像能力隨著年紀越大，能力越發成熟且穩定。低年級學童在動作想像能力的變化較大，尤以一年級學童的表現皆顯著低於二、三、四年級的學童。然而，到了中年級之後，學童動作想像能力已接近成熟與穩定狀態。
二、動作困難學童在動作想像能力的發展較對照組落後
本研究結果顯示，動作困難學童不管是在動作的想像或是假裝動作的執行，他們的表現皆落後於對照組，即使是想像日常生活中常作的動作，動作困難學童仍不一定皆可以達成。
三、具方向性及順序性的題目可能可區辨動作困難學童
本研究結果顯示，單一動作或是較偏向認知概念的題目可能較不容易區辨出動作困難的學童，而帶有方向性或是動作順序的題目則較能夠區辨出動作困難學童。
四、動作技巧與動作想像具相關性但兩者為獨立的概念
根據本研究結果發現在動作技巧與動作想像兩種能力下有不同亞型之學童存在，並不是所有動作困難學童的動作想像能力就一定低落，亦存在著與同儕表現相當的個體，顯示動作技巧與動作想像能力兩者可能互為獨立的概念。

The purpose of this study is to develop a “Motor Imagery Scale” for elementary school students and to explore the motor imagery ability of students with motor difficulties. In order to achieve the above research purposes, this study is divided into two parts: developing a “Motor Imagery Scale” and examining the reliability and validity of the scale; as well as exploring the motor imagery ability of students with motor difficulties by using the “Motor Imagery Scale”.
Part 1: The “Motor Imagery Scale” was developed based on the related theories. It contains 5 subscales: imaging meaningful action-auditory (IMA), imaging meaningless action (IN), imaging meaningful action-visual (IMV), simulating meaningful action-auditory (PMA), and simulating meaningful action-visual (PMV). 144 first to fourth grade students from the northern region of Taiwan were recruited to participated in this study. The internal consistency of total scale was 0.848, and the internal consistency of each subscale, except subscale PMV , was more than 0.5, indicating adequate internal consistency of this scale. In addition, the split-half reliability of the total scale was 0.821, and the split-half reliability of the IMA, PMA and PMV was above 0.5, showing that the split-half reliability of this scale was acceptable. The correlations between the subscales, as well as the correlations between the subscales and the total scale, were moderate to high, indicating that the “Motor Imagery Scale” has reliable construct validity. There were significant differences among students of different grades in all subscales and the total scale, indicating that the “Motor Imagery Scale” has good discriminant validity for the students in different grades.
Part 2: This study used the “Motor Imagery Scale” developed in part 1 to explore the motor imagery ability of students with motor difficulties. 27 students with motor difficulties were recruited , and 27 students with typical development according to gender and grade were matched as a control group. The independent t test was used to examine the difference of motor imagery abilities between the students with motor difficulties and the control group. Finally, students with motor difficulties were categorized to four subtypes based on their motor skills and motor imagery abilities.
Based on the results, the following conclusions are reached:
1. The ability of motor imagery is developmental.
The results of this study indicated that the motor imagery ability of elementary school students mature with age and reach stable at the 3rd or 4th grades. The students of 1st or 2nd grades demonstrated more progressing in motor imagery ability than the 3rd or 4th graders.
2. The motor imagery ability of students with motor difficulties was poorer than the control group.
The results of this study demonstrated that students with motor difficulties perform poorer than the control group in imagining actions. Even in imagining motor actions related to performing daily routine, it’s still hard for students with motor difficulties.
3. Items related direction and sequence may be able to distinguish students with and without motor difficulties.
The results demonstrated that items related to imagining simple motor actions or motor actions related performing daily routine may be less likely to identify students with motor difficulties, while items related to imagining with direction and sequence were more able to distinguish the students with and without motor difficulties.
4. Motor skills and motor imagery ability were related but independent concepts.
According to the results, we found that students with motor difficulties could be categorized to four subtypes based on their motor skills and motor imagery abilities. Not all students with motor difficulties had poor motor imagery abilities. Motor skills and motor imagery may were independent concepts.

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