本研究的目的是探討心智練習對彈翻床直體跳轉360度技能學習及保留的效果，以及受試者意象能力及生理值變化的影響。以臺北市立大同高中六十名男生為受試對象，平均年齡為15.81±0.41歲，並以隨機分配法分為身體練習組、心智練習組、控制組三組。隨後進行動作技能教學和練習並進行前測。實驗處理共計十五次，身體練習組每次練習動作技能10次，心智練習組每次約三十分鐘的心智課程（放鬆訓練、心智指導語、觀賞示範錄影帶、自我意象練習），控制組閱讀與實驗無關的書籍約三十分鐘，實驗處理後進行技能後測，一週後進行保留測驗。另外心智練習組在實驗處理前後皆填寫運動意象量表及實驗處理後以生理訊號擷取儀進行生理值測量。所得技能成績以二因子混合（一獨立，一重複）變異數分析處理，而保留效果的比較則採共變數分析，並以重複量數t考驗來分析心智練習組意象能力及生理值的變化情形。本研究結論為心智練習組對於學習彈翻床直體跳轉360有顯著的效果且顯著優於控制組，並且與身體練習組具有相同的學習效果，而三組學習的保留效果沒有差異；心智練習可以提昇受試者的意象能力，而受試者的生理指數在皮膚溫度和皮膚電阻升高，心跳率和肌電圖降低，顯示受試者是處於放鬆狀態。

The goal of this experiment is to probe into the mental practice on learning the skill and retaining effect of trampoline stretch jump with 1/1 turn . And the effect in imagery ability and physiological variation values for experimenter. We asked 60 male students from Ta-Tong Secondary School of Taipei, average age is 15.81±0.41 years old. We randomly assigned these 60 male students into 3 groups: physical practice team, mental practice team, and control team. Afterward we started this exercise as a pre-testing. Experiment frequency is 15 times in total. physical practice team practice experiment skill for 10 times; mental practice team had approximately 30 minutes of mental curriculum every occasion (relaxation training, mental instruction language, viewing demonstration videos, and self- imagery practice). Control-team read books that are unrelated to this experiment for 30 minutes. After this part, we continue to proceed the technique after-testing. After one week had retaining–testing. Furthermore, mental practice team had filled out the Movement Imagery Questionnaire before and after experiment, and measure physiological value by Bio pack after after-testing. Data was collected from performance of trampoline stretch jump with 1/1 turn and the MIQ and the response of physiological value. Two split-plot designs and covariance and t-test were used to statistically analyze the data obtained. Within the limitations of this study the following conclusions were derived: The mental practice -team better than control-teams and learning effect was similar to the physical practice team; the study of retaining effect among 3 teams yielded no considerable difference. Mental practice is capable of increasing experimenter’s imagery ability. There was a changing in the physiological variation values from every aspect in the process of this mental practice for all the experimenters. Skin temperature and GSR were rising , heart rate and EMG were droping. Above condition has showed that the experimenter was in relaxed condition.

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