傳統游泳教學透過大量練習的精熟學習模式，授課教師於岸上以肢體試圖展演正確動作，但學習者往往無法確實理解水中實際的動作過程，以及自我游泳過程的動作變化情形，教師亦無法確認學習者的腦中，是否浮現教師所要傳遞的動作技術。因此本研究以文獻分析法，透過Google Scholar、Research Gate、Crossref、Science Direct、Pub Med等搜尋引擎，以關鍵詞swim、motor imagery、PETTLEP等進行搜尋，試圖發現可以應用於游泳場域的新教學模式。結果發現PETTLEP意象練習與動作意象量表，可建構與確認學習者的意象能力，此外國內外實徵性研究，皆未透過外在視角與同步回饋結合的教學設計，應用於游泳教學場域的研究成果。因此，本研究提出視覺化PETTLEP外在視角與同步回饋游泳教學模式契機，試圖提供新穎的教學模式，並補足相關研究的缺口。

Traditional swimming instruction relies on extensive practice and learning for mastery, where instructors demonstrate correct movements on land, but learners often struggle to fully comprehend the actual in-water movement processes and changes. Additionally, instructors cannot confirm whether learners have internalized the intended technical movements. This study employs a literature review method, using search engines such as Google Scholar, ResearchGate, Crossref, ScienceDirect, and PubMed with keywords like "swim," "motor imagery," and "PETTLEP," to explore new teaching models applicable to swimming instruction. The findings reveal that PETTLEP imagery practice and movement imagery questionnaire can be used to construct and assess learners' imagery abilities. However, both domestic and international empirical research have not explored teaching designs that integrate external perspectives with synchronous feedback within swimming instruction. Therefore, this study proposes a novel visual PETTLEP external perspective and synchronous feedback swimming teaching model, aiming to provide innovative instructional methods and address existing research gaps.

動作意象;動作學習;行動觀察;視覺;動覺

motor imagery;motor learning;action observation;visual;kinesthetic