本研究主要的目的甩探討有無心象練習、高低心象能力對籃球罰球技能學習效果的影響。研究對象為90名國中斗、學生（平均年齡為14.19歲）。實驗參與者隨機分派至身體練習組、心象練習組及控制組。實施6週，每週2次的技能練習。以非慣用手籃球罰球為實驗的測驗項目。在6週練習結束後，立即進行技能表現測驗及運動心象能力測驗。並在之後的三日、一週與三週實施技能、運動心象能力保留測驗。實驗所得資料以SPSS 10.0視窗版套裝軟體，進行二因子混合設計、三因子混合設計變異數分析後發現：一、不同組別在技能表現與保留上，身體練習組與心象練習組顯著優於控制組，且身體練習組顯著優於心象練習組與控制組。二、對於「身體練習組」而言，受試者的心象能力並非一個影響技能學習、表現與保留的重要因素。相反地，對於「心象練習組」而言，受試者的心象能力是一個影響技能學習、表現與保留的重要因素。

The purposes of this study were to explore the effects of imagery practice and imagery ability on basketball free-throw skill learning. Ninety male subjects (average age=14.19) drawn from a junior high school in Taiwan served as subjects in this investigation and they were assigned randomly into three groups: physical practice group (PP), imagery practice group (IP) and a control group (C). Non-dominant free-throw (3 meters) was used as the experimental task. The experiment lasted for six weeks, twice per week. Skill and MIQ performance and retention tests (3days, 1week, 3weeks) were followed by a six-week experimental training. SPSS 10.0 for Windows, a two-way analysis of variance, and a three-way analysis of variance (ANOVA) were utilized to analyze the data (pretest, posttest, and retention tests). The main findings of this study were as follows: (1) Performance and retention effects on PP and IP were evident and PP was significantly superior to IP and C. (2) For the PP, a subject's imagery ability was not an important factor influencing skill learning, performance, and retention. Conversely, for the IP, a subject's imagery ability is an important factor influencing skill learning, performance, and retention.