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研究生:薛名淳
研究生(外文):Hsueh,Ming-Chun
論文名稱:不同訓練法對拳擊選手運動熱情之影響:以知覺教練和同儕動機氣候為中介變項
論文名稱(外文):Effects Of The Different Training Approach To Enhance Passion Of Boxer And The Mediating Effect Of Motivational Climate In Sport With Coach And Peer
指導教授:周建智周建智引用關係
指導教授(外文):Chou, Chien-Chih
口試委員:林靜萍林明佳黃崇儒
口試委員(外文):Lin,Ching-PingLin,Ming-ChiaChung-Ju Huang
口試日期:2012-06-14
學位類別:碩士
校院名稱:臺北巿立體育學院
系所名稱:運動教育研究所
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:2012
畢業學年度:100
語文別:中文
論文頁數:110
中文關鍵詞:合作學習小組遊戲競賽拳擊
外文關鍵詞:Cooperative learningTeam game tournamentBoxing
相關次數:
  • 被引用被引用:1
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  • 下載下載:0
  • 收藏至我的研究室書目清單書目收藏:2
目的:探討拳擊選手之運動熱情在不同訓練法介入後是否會產生不同的影響。並探討知覺教練和同儕動機氣候是否為運動熱情的中介變項。方法:以大專拳擊隊選手為對象共計29人,實驗組14人實施小組遊戲競賽法,控制組15人實施原有訓練法。共八週,每週2次,每次90分鐘。以「知覺動機氣候量表」、「同儕動機氣候量表」與「運動熱情量表」為測量工具,分別於實驗期間進行三次施測,所得資料以驗證性因素分析、二因子變異數分析、皮爾遜基差相關、多元迴歸進行統計分析。結果:一、實施不同訓練法對知覺動機氣候、同儕動機氣候與運動熱情之探討:(一)不同訓練法對「知覺工作動機氣候」、「知覺自我動機氣候」、「同儕工作動機氣候」、「調和式熱情」之影響,在不同訓練時間會產生不同的影響。(二)「小組遊戲競賽法」對「知覺工作動機氣候」、「知覺自我動機氣候」、「同儕工作動機氣候」之影響顯著高於「原有訓練法」(三)「小組遊戲競賽法」與「原有訓練法」對「調和式熱情」之影響未達顯著差異。二、小組遊戲競賽法影響運動熱情之中介變項檢驗結果發現:(一)「同儕工作動機氣候」可以顯著預測「調和式熱情」。(二)「知覺自我動機氣候」可以顯著預測「強迫式熱情」。(三)「小組遊戲競賽法」對「知覺自我動機氣候」之影響顯著低於「原有訓練法」。(四)「小組遊戲競賽法」對「強迫式熱情」之影響具有「知覺自我動機氣候」的中介存在。結論:透過合作式的拳擊訓練,可以改變知覺教練與同儕的動機氣候,進而影響運動熱情,建議未來的拳擊教練在設計訓練計畫時,可以融入小組遊戲競賽法。
Purpose: This study was to investigate how the cooperative training program impacted on first level collegiate boxing athletes’s passion, than investigate the mediating effect of motivational climate in Sport with Coach and Peer. Method: A quasi-experimental design was used to conduct this study. Two intact team of boxer were participated in this study.One team of 14 athletes was the experimental group. One team of 15 athletes was the comparable group. The team met two times a week for eight weeks training period. Passion scale, perceived motivational climate in sport questionnaire-2, and peer creative motivational climate questionnaire were used as instruments to collect all the inquired data. Confirmatory factor analysis, Two-way analysis of variance, Path analysis, Multiple regression analysis were applied to analysis all the data. Result: First, perception of task-orientation climate, perception of ego-orientation climate, peer of task-orientation climate and harmonious passion had interaction by different training approach. Secend, the experimental group and demonstrated significantly higher than comparable group for perception of task-orientation climate, perception of ego-orientation climate, peer of task-orientation climate. Third, harmonious passion was non-significantly. Forth, peer of task-orientation climate were effectively predicdors harmonious passion. Fifth, perception of ego-orientation climate was effectively predicdors obsessive passion. Sixth, team-game-tournament approach could significantly lower ego-orientation climate then original training approach. Seventh, ego-orientation climate could mediate the relation between team-game-tournament approach and obsessive passion. Conclusion: Through cooperative boxing training could impact of perception of coach and peer motivational climate, thereby affecting the sports passion, suggest that the future of boxing coach in the design of the training program can be integrated into the team-game-tournament
approach.

原創聲明書............................................................................................. ii
學位考試審定書..................................................................................... iii
中文摘要................................................................................................ iv
英文摘要.................................................................................................. vi
謝誌.......................................................................................................... viii
目錄......................................................................................................... xii
表目錄...................................................................................................... xiv
表目錄(續).............................................................................................. xv
圖目錄................................................................................................... xvi
第壹章 緒論
第一節 研究背景與動機............................................................... 1
第二節 研究目的........................................................................... 5
第三節 研究問題........................................................................... 5
第四節 研究範圍與限制.............................................................. 6
第五節 名詞解釋.......................................................................... 6
第六節 研究重要性...................................................................... 8
第貳章 文獻探討
第一節 合作學習理論與相關文獻............................................... 9
第二節 知覺動機氣候與相關文獻............................................... 26
第三節 同儕動機氣候與相關文獻............................................... 30
第四節 運動熱情與相關文獻...................................................... 35
第五節 文獻總結........................................................................... 39
第六節 研究假設........................................................................... 40

第參章 研究方法
第一節 研究流程與架構................................................................ 41
第二節 研究對象........................................................................... 46
第三節 研究工具........................................................................... 47
第四節 研究設計........................................................................... 55
第五節 資料分析........................................................................... 57
第肆章 結果與討論
第一節 不同訓練法對知覺動機氣候、同儕動機氣候與運動熱情之比較........................................................................................... 58
第二節 不同訓練法影響運動熱情之中介變項............................. 61
第三節 綜合討論............................................................................. 64
第伍章 結論與建議
第一節 結論.................................................................................... 68
第二節 建議.................................................................................... 70
參考文獻 
中文部分.......................................................................................... 72
外文部分........................................................................................... 78
附錄 
附錄一 知覺動機氣候量表同意書.............................................. 88
附錄二 同儕動機氣候量表同意書.............................................. 89
附錄三 熱情量表同意書.............................................................. 90
附錄四 正式施測量表................................................................... 91
附錄五 拳擊訓練教案................................................................... 95

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