中文摘要
　　本研究旨在探討心智練習法對桌球初學者正手發上旋球的學習效果，以高雄市立中正高中二年級16－18歲女生45名為受試對象，隨機分配成三組，每組15人，進行6週，共12次練習的實驗，各組實驗內容是：
一、心智練習組：以認知、肌肉漸進放鬆法與意象練習為主。
二、身體練習組：以實際操作桌球正手發上旋球練習為主。
三、控 制 組：以圖書館閱讀為主。
　　三組受試者的前測和後測的技能成績；與後測一週之後的保留測驗與遷移測驗成績，以SPSS 8.0中文版統計軟體，相依樣本t考驗各組學習效果、保留效果與遷移效果；獨立樣本單因子變異數分析比較三組的學習效果、保留效果與遷移效果之差異。
實驗研究結果發現：
一、心智練習組與身體練習組的技能學習效果均達到顯著水準，而控制組則未達到顯著水準，其中以身體練習組學習效果最好，成績優於心智練習組與控制組，心智練習組成績則又優於控制組。
二、心智練習組與身體練習組的技能學習保留效果與遷移效果，均達到顯著水準，而控制組則未達到顯著水準。其中以身體練習組保留效果與遷移效果最好，成績優於心智練習組與控制組，心智練習組成績則又優於控制組。
三、比較三組的學習效果與保留效果有顯著差異，但心智練習組與身體練習的遷移效果無顯著差異；兩組成績明顯優於控制組。

Abstract
　　The purpose of the study was to analyze the effect of the mental practice on learning of forehand topspin serve among table tennis beginners. 45 11-grade schoolgirls, of Kaohsiung Municipal Chung Cheng High School, aging from 16 to 18, participate in the research. The participants were divided into three groups at random. Each group comprises 15 participants and undertook 12 exercises for 6 weeks.
The practice of each group includes:
1. Mental Practice Group: Cognition, Muscular progressive relaxation, and imagery training.
2. Physical Practice Group: Forehand topspin serve practice.
3. Control Group: Reading in the library.
　　The skill performance of the pre-test and post-test, and the performance of the retentive test and transfer test carried out one week after the post-test were analyzed using the statistic software SPSS 8.0 Chinese Version to evaluate the learning effect, retentive effect and transfer effect of the participants based on the t test. Difference of the learning effect, retentive effect and transfer effect among three groups was analyzed and compared under the one-way analysis of variance (ANOVA) approach.
The research showed the following results:
1. The skill learning effect of both the Mental Practice Group and
Physical Practice Group reaches a significantly higher level, while the learning effect of the control group did not progress significantly. The Physical Practice Group had the best learning effect among three groups and the Mental Practice Group was higher than the control group in the skill learning effect.
2. The retentive effect and transfer effect of the Mental Practice
Group and Physical Practice Group reached a significantly higher level, while both effects of the control group did not progress significantly. The Physical Practice Group had the best retentive effect and transfer effect among three groups and the Mental Practice Group was higher than the control group in the performance of both the retentive effect and transfer effect.
3. The learning effect and retentive effect differ significantly among
three groups, while the transfer effect did not differ significantly between the Mental Practice Group and Physical Practice Group. The performance of the Mental Practice Group and Physical Practice Group was much higher than the control group.