意象練習在瑜珈動作學習之運用

Use of Motor Imagery Practice in Learning Yoga

10.6162/SRR.2015.133.05

莊淑(王如)(Shu-Ru Chuang)；鄭豐譯(Fang-Yi Cheng)

體育教學 ； 動覺意象 ； 視覺意象 ； 自我覺察 ； physical education teaching ； kinetic imagery ； visual imagery ； self-awareness

大專體育

133期（2015 / 06 / 30）

30 - 37

繁體中文

意象練習是運動心理技能訓練的重要方法之一，為強化運動技能的認知，對於促進運動技能學習和增進運動表現效益，已獲得相關研究的驗證及支持。在國內體育教學，大都著重於身體練習，而意象練習卻鮮少有體育教師運用在體育教學方面。瑜珈運動對於改善生、心理、紓解身心壓力及其他效益，在許多研究中已被證實。本文介紹意象理論的發展，並進一步介紹PETTLEP（physical, environment, task, time, learning, emotion, perspective）意象模式各項要素，目的是藉由PETTLEP意象模式練習運用於瑜珈運動，提出理論觀點與實務經驗，使學習者在瑜珈動作技能養成中，培養出動作認知和自我覺察等能力，達到教學目標及效果。也提供後續研究者和教師在日後運用PETTLEP意象模式的研究方向與實務介入之參考。

The effectiveness of motor imagery practice as an important training technique for the acquisition of sports skills and the enhancement of sports performance has been validated and supported in numerous studies. However, physical education (P.E.) instruction in Taiwan has focused almost exclusively on purely physical exercise; very few P.E. teachers in Taiwan incorporate imagery practice into their pedagogy. The effectiveness of yoga in improving physical and psychological health, in relieving stress, and in other areas is also well-established in relevant literature. The purpose of this study is to foster the use of motor imagery practice in yoga instruction by describing the relevant the theoretical development, offering key theoretical viewpoints and teaching objectives, and illustrating benefits derived from the application of motor imagery practice. This article further describes various elements of the PETTLEP (physical, environment, task, time, learning, emotion, perspective) model, which enables learners to cultivate capabilities such as motion recognition and self-awareness during yoga exercise. Suggestions for future research into the practical applications of the PETTLEP model are also provided.

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