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題 名 | 不同高中職運動團隊之教練領導行為=Coach Leadership Behaviors Among Team and Individual Interscholastic Sports Participants |
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作 者 | 高明峰; | 書刊名 | 花蓮師院學報 |
卷 期 | 18(教育類) 民93.04 |
頁 次 | 頁215-224 |
分類號 | 528.915 |
關鍵詞 | 運動教練領導; 個人運動項目; 團體運動項目; Coach leadership behaviours; Team sports; Individual sports; |
語 文 | 中文(Chinese) |
中文摘要 | 本研究以三十二所高中職學校中的十一個運動項目團隊共604名選手為研究對象,分成為個人運動項目(羽球、桌球、網球、田徑、體操及游泳)和團體運動項目(籃球、排球、棒球、足球及拔河)兩大項。以中文版運動領導量表為本研究之研究工具來進行研究,經資料處理及統計分析獲得以下結果: (一)不同運動類型的選手知覺教練領導行為有顯著的差異存在,團體運動項目選手在「訓練與指導」、「社會支持」和「正向回饋」顯著高於個人運動項目。於「專制行為」則個人運動項目顯著高於團體運動項目。 (二)不同性別的選手知覺教練領導行為有顯著的差異存在,男性選手在「訓練與指導」、「民主行為」、「社會支持」和「正向回饋」顯著高於女性選手。 (三)不同層級選手知覺教練領導行為有顯著的差異存在,校代表隊選手於「訓練與指導」顯著高於全中運級選手;於「專制行為」和「正向回饋」兩項則顯著高於國家代表隊選手和全中運選手。 個人和團體運動項目團隊對知覺教練領導行為會有所差異存在,因此教練應視對象之差異調整本身之領導行為。 |
英文摘要 | The purpose of this investigation was to compare the leadership behavior of coaches and team cohesiveness in team and individual sports as perceived by student-athletes participating in interscholastic sports. The population for the research consisted of 604 student-athletes participating in several interscholastic individual and team sports in 32 high schools in Taiwan. The individual sports included badminton, table tennis, swimming, gymnastics, track and field, and tennis. The team sports included basketball, volleyball, baseball, soccer, and tug of war. Survey instruments for collecting data consisted of the Leadership Scale for Sports (LSS) and the Group Environment Questionnaire (GEQ). A series of t tests and one-way analyses of variance (ANOVAs) were used to compare perceptions of members of each team and individual sport regarding the nine sub-scales of the LSS and GEQ instruments. All significant ANOVAs were followed by Scheffe’ tests to further determine the significant by different factors. The level of significance used for the ANOVAs and Scheffe’ procedures was set at p < .05. The Bonferroni method was employed to control for Type I Error. Differences among the means were also interpreted using effect size procedures. Effect sizes between .2 and .5 are considered small, between .5 and .8 are considered medium, and .8 or greater are considered large. The results showed that there were small effect sizes for Training and Instruction (ES = .30) and Social Support (ES = .36) for interscholastic team and individual sports. The results also revealed that there was a relationship between coach leadership and team cohesiveness. Using effect size to interpret the magnitude of gender difference, boys were more satisfied than girls with Training and Instruction (ES = .64), Democratic Behavior (ES = .9 1), Social Support (ES = .79), and Positive Feedback (ES = .94). |
本系統中英文摘要資訊取自各篇刊載內容。