「意象」是指運動員本身沒有實際從事身體練習，而利用所有感官去複製或創造運動中的經驗，達到預期目標的過程。意象訓練不僅被應用於訓練和技能的學習，同時也被使用在比賽前、中、後的調整或受傷選手的替代訓練上。本研究目的在探討高級中學非體育績優班的學生在意象的使用情形與意象能力上的差異，並對照其體育課程中技能測驗的結果，以驗證意象使用的頻率與意象能力的優劣對於運動技能測驗表現的影響。以高級中學一年級學生作為研究對象，共發放375份問卷，回收294份，有效問卷261份。以敘述性統計、獨立樣本T考驗，以及皮爾遜積差相關等統計方法，分析比較研究參與者的意象使用情形、意象能力與技能測驗的表現。
由統計資料的結果可得知，多數的學生表示在從事運動時，會運用意象以幫助動作的學習或是運動技能的表現。對於有運動訓練經驗的學生而言，使用意象的頻率顯著高於無運動訓練經驗者，而意象能力的部份，相較於未曾接受過運動訓練的學生，無論是視覺意象或動覺意象均達到顯著的差異。但是在意象使用頻率與與技能測驗表現上，使用頻率與籃球技能測驗的表現的有正相關，但與排球測驗的表現則無。學生在限制較少的籃球測驗時使用意象對於技能測驗表現的影響較大。當測驗較複雜且困難度提高的情況之下，對於未曾接受過意象訓練的體育課學生而言，意象對於測驗表現的幫助則較不明顯。

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