這次研究目的在於考驗內在與外在意象透視和運動學習的關係以及意象的過程中受試者成功知覺與意象的切換程度。根噱光電迴轉追蹤儀所測出之接觸光電目標的時間(實際測驗時間為20秒)為這次實驗依費項。所有受試者被分派至控制組、內在意象透視組或外在意象透視缸。在測量基準值之後，受試者IIp接受入次其所屬組別之特殊性實驗處理，然後進行後測。經由單因子共變數分析，其結果顯示:內在意象透視紅、外在意象透視但與控制組之間達顯著差異(F=14.53， P<0.05)。其後進行杜凱式(tukey)事後比較時顯示，內在意象 透視紅和外在意象透視組的成績高於控制缸。在意象過程中，內在和外在意象透視組受試者的意象透視均有時常切換的現象。內在和外在意象透視組受試者的成功知覺反應均是r強烈』或r普通」的。由於意象切換是相當的頻繁，所以這可能是造成內在意象透視組無法與外在意象透視紅產生區別性效果的原因。

The purpose of this study is to examine the relationship between internal and external imagery perspective with motor skill learning. During the test of imagination， the subjects' successful percetion and imaginal switch are also examined in this study. The time of test on target， measured by "Photoelectric Rotary Pursuit'， is named as "Dependent Valueable" The length of each test is 20 sec. All subjects were redomly assigned as control， internal， or external group. A baseline was established after pretest. The subjects received eight different specific treatment， then they went for the post-test. A one-way ANCOVA revealed: internal imagery perspective group， external imagery perspective group， and control group differed significantly (F= 14.53， P<0.05). Post hoc comparison (Tuket method) revealed that the performance of internal and external imagery perspective groups significantly better than control group. The subjects had been frequently switched during external and internal imagery. The successful perception of subjects in internal or external imagery perspective group is ranged as {strong} and {medium}. The frequency of imaginal switch is high， and this might be the reason that an obvious difference between internal and external imagery perspective groups can not be found.