Prior research has largely suggested that imagery is an effective mental skill for enhancing learners’ skill acquisition of cognitive tasks (Hird, Landers, Thomas, & Horan, 1991; Ryan & Simons, 1981). However, additional research is needed to determine if imagery can benefit learners’ skill acquisition of motor tasks. The purpose of the present study was to examine the effects of a four-week PETTLEP imagery intervention on learners’ skill acquisition of a standing long jump. Seventy-six female college students ( M age=20.6 yrs; SD=1.77) were assigned into one of four groups: physical practice (PP), imagery plus physical practice (IP+PP), imagery practice (IP), or a control group (CON). The study consisted of three phases: pre-test, intervention, and a post-test. During the intervention phase the PP group completed 80 physical jumps; IP+PP group completed 40 imaged and 40 physical jumps; the IP group completed 80 imaged jumps; and the CON group engaged in a distraction task. During each experimental phase participants filled out the Intrinsic Motivation Inventory (IMI) to assess self-reported motivation. Results revealed that the PP and IP+PP groups outperformed the CON group on the post-test. From pre to post, the PP and IP+PP groups improved, the IP group maintained performance, and CON group decreased in performance. All of the training groups’ reported significantly higher effort/importance ratings on the IMI during the intervention and post-test phases compared to the CON group. Results extend prior research by demonstrating that imagery combined with physical practice can benefit the learning of a complex motor task and that imagery alone may assist learners in maintaining initial skill proficiency.