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研究生:歐正明
研究生(外文):Cheng ming O
論文名稱:高中羽球教練訓練行為個案研究
論文名稱(外文):A Case Study High School Badminton Coaches’ Training Behavior
指導教授:闕月清闕月清引用關係
指導教授(外文):Keh Nyit Chin, Ph.D
學位類別:碩士
校院名稱:國立臺灣師範大學
系所名稱:體育學系在職進修碩士班
學門:教育學門
學類:專業科目教育學類
論文種類:學術論文
論文出版年:2006
畢業學年度:95
語文別:中文
論文頁數:109
中文關鍵詞:高中教練訓練行為知覺羽球
外文關鍵詞:High schoolbadmintoncoachcoaching behaviorperception
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高中羽球教練訓練行為個案研究

中華名國九十五年六月
研 究 生:歐正明
指導教授:闕月清

摘 要

運動教練行為模式與選手認知所生績效之間有其互動關係,為訓練成果不可輕忽的議題。本研究旨在探討高中男女羽球教練的訓練行為及不同訓練內容間之差異性以及高中男女羽球教練在指導類與回饋類訓練行為的差異情形,進而探討教練、選手對教練訓練行為的知覺是否一致。參與研究對象為高中羽球教練男女各一位及其訓練的34名選手,男教練有14名女選手,女教練的12名男選手及8名女選手。本研究以亞利桑那州立大學觀察工具(ASUOI)與問卷等方式蒐集資料,將教練表現行為逐一編碼並分析教練與選手對教練訓練行為的知覺情形,依照他們所知覺到教練訓練行為出現的排名多少予以排序,經由分析後得到以下發現:(一)指導行為是教練最常使用的行為,可見指導行為是訓練的主體,最常出現的行為依序為:當場指導、事後指導、催促、發問等項,少見行為依序為:肢體協助、事前指導、負面示範等項。非指導類行為則以催促出現最多。(二)男教練比女教練有較多的發問行為,女教練則有較多的讚美行為。在不同訓練內容部份男女教練指導時機相當一致。(三)男教練訓練時的回饋行為屬負面的回饋方式,女教練則屬正面的回饋方式。(四)觀察教練之訓練行為與教練知覺、選手知覺三者呈現不一致的情形。因此依據本研究結果建議,教練於訓練時除指導行為外,宜多使用發問及正面的回饋行為,並透過自評來改進訓練行為,以創造出正面又有效率的訓練模式。

關鍵字:高中、羽球、教練、訓練行為、知覺
A Case Study High School Badminton Coaches’ Training
Behavior

Mas
Master’s Thesis June, 2006 Cheng ming O
Advisor: Keh Nyit Chin, Ph.D.


Abstract

The interaction relationships between the coach’s training behavior pattern and the achievements from the player’s cognition is an important issue for achievement of training. The purpose of this study was to investigate the high school badminton coach’s and the player’s perception about the coach’s training behavior. Participants in this study were a male high school badminton coach and a female high school coach and their 34 high school badminton players. The female coach had fourteen female badminton players; the male coach had 12 male and 8 female badminton players. Data was collected by Arizona State University Observational Instrument (ASUOI) and questionnaires. Statistical analysis of the data showed the results as follows: (1) The instruction behavior was used most by the coach, indicating that this behavior was the main part of the training. (2) The most common behavior in order was: concurrent instruction, postinstruction, hustle, and question. (3) The less frequent behavior in order was: physical assistance, preinstruction, and negative modding hustle. Hustle was the most frequent behavior for the non-instruction behavior. (4) The male coach asked more question than the female coach. On the other hand, the female coach gave more praises than the male coach. Although the training contents were different, the instruction timing for the male coach and female coach was quite consistent. The feedback used by the male coach was negative ; on the contrary, the feedback provided by the female coach was positive. The perceived training behavior of the coach and the players were inconsistent. Therefore, base on the research, it is suggested that the coach should use more question and positive feedback. The coach should use the self-appraisal to improve ones own training behavior in order to develop the positive and effective training environment.

Key words : High school, badminton, coach, coaching behavior, perception
第壹章 緒 論
第一節 問景背景………………………………………………………1
第二節 研究目的與研究問題…………………………………………4
第三節 研究的必要性…………………………………………………5
第四節 研究範圍與限制………………………………………………5
第五節 名詞界定………………………………………………………7

第貳章 文獻探討
第一節 運動訓練的內涵………………………………………………9
第二節 訓練行為觀察工具介紹 ……………………………………17
第三節 運動教練訓練行為之相關文獻 ……………………………23
第參章 研究方法與步驟
第一節 研究流程圖 …………………………………………………34
第二節 研究架構 ……………………………………………………35
第三節 研究對象 ……………………………………………………35
第四節 研究工具 ……………………………………………………36
第五節 實施過程 ……………………………………………………41
第六節 資料處理 ……………………………………………………43

第肆章 結果與討論
第一節 教練行為描述 ………………………………………………46
第二節 指導類與回饋類訓練行為的差異 …………………………56
第三節 教練行為的一致性 …………………………………………58

第伍章 結論與建議
第一節 結論 …………………………………………………………63
第二節 建議 …………………………………………………………65

參考文獻 ………………………………………………………………66
附 錄
附錄一 參與研究者同意書(選手)……………………………………72
附錄二 參與研究者同意書(教練)……………………………………73
附錄三 教練基本資料表………………………………………………74
附錄四 ASUOI 事件紀錄表……………………………………………75
附錄五 選手訓練情形調查表…………………………………………76
附錄六 教練訓練情形調查問卷………………………………………77
附錄七 觀察員內在信度考驗表………………………………………78
附錄八 觀察員與A.B校正員內在信度考驗表………………………79
附錄九 選手對男女教練訓練行為知覺分數表………………………80
附錄十 教練訓練行為口語逐字稿……………………………………81
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