|
|
 |
|
|
|
| |
|
|
| |
|
|
|
優秀視障運動教練領導行為之研究-以標槍.柔道.游泳為例
|
|
|
| 作者 |
 |
江志忠 |
| 學校系所 |
|
中國文化大學運動教練研究所 |
| 地點 |
|
全臺 全部
|
| 研究內容 |
|
[ 摘要 ]
本研究選取（1996～2004）國際性賽會獲獎視障運動（田徑、柔道、游泳）之教練共三名，以質性研究進行訪談。本研究目的在於探討教練領導行為、價值觀、領導方式、團隊凝聚力與帶隊歷程相關問題與建議。訪談結果分析如下；
一、教練領導行為：「直接接觸」教學方式，利用課外休息時間與選手「雙向溝通開導式」溝通，而且「真心誠懇」對待選手一同學習，領導型態為「混合式與民主式」，而在教練本身特質「合理的原則、以身作則、全力付出」甚至比過自己兒女，教練本身特質是「耐心、空間方向感、定向能力」
二、教練價值觀：除了運動技術提昇之外，開導選手健全人品操守為主要；許多人喜歡目前這項工作，因為「追求自我突破極限」，教育選手「自立自強」與鼓勵選手「身心靈健全的發展」
三、教練領導方式：受試者一致認為先瞭解選手個別差異，有了水準再「參考國內外成績」，教練使選手「明確瞭解」課程內容及目標。運動科學「非常認同」綜合運用，必須對選手適當督促「基本禮儀」
四、教練領導團隊凝聚力：重要可以「互相激勵競爭」與學習「語言表達能力」，間接培養「良善人際關係」甚至是團結互助合作，使選手瞭解「團隊凝聚力」的重要性；以寒、暑假集中訓練或者是年度訓練課表中，安排一至二次的集中移地訓練來增進加強團隊凝聚力精神。
五、教練帶隊歷程相關問題：教練帶領視障運動選手比一般明眼選手需更多的「耐心、包容、艱苦」，又因「遭受整個環境不良影響」造成近年來似乎把選手當成了政治或行政單位一種工具；導至於在訓練或出外比賽「經費及人力資源問題」的產生，所以推動上較為艱難，更加上「無正規體系及教育體制安置視障選手就讀」甚至是「選手就業與教練工作保障」。
[ 英文摘要 ]
The subjects of this study were three coaches (Track and Field, Judo, Swimming) who ever acquired international competitive rewards. We interviewed and studied with the subjects by qualitative research. The purposes of this study were to explore the relative questions and suggestions about the leadership behavior of the coach, values, the leader moldes, team coherence and the progress of leading a team. The results were as follow:
1.The leadership behavior of the coach: They used “direct contact” teaching way, and used extracurricular relaxation time to communicate with athletes by “bidirectional communication enlightening type”. The coaches also “sincerely” treated the athletes to study together. The leadership type was “mixed style and democracy style”. The qualities of the coaches were” reasonable principle; sets an example; pay with all”. The other qualities of the coaches were” patience; spatial direction feeling; the ability of directing”.
2.The values: Besides exercise skill promotion, the primary goal was to teach athletes to develop perfect moral behavior and personal integrity. The reasons why the coaches enjoyed with the job were to “pursue breaks through the self- limit”, “supports athletes striving to improve” and to “encourage athletes to develop the body and mind perfectly”.
3.The leader modes: The coaches thought that they needed to understand the difference between the individuals firstly, and then they could “refer to the domestic and foreign accomplishments”. The coaches let athletes understand the contents and goals of the curriculum. They also thought that exercise sciences were useful.
4.Team coherence: They wanted to develop the “competitions between the athletes” and learn “language expression ability” directly. In other words, they wanted to develop “kindhearted interpersonal relationship” and cooperation indirectly. They hoped athletes to understand the importance of “team coherence”. The coaches arranged one or two opportunities to train at the difference place during a period at winter vacation or summer vacation.
5.The progress of leading a team: The coaches needed more “patience, containment and tolerance” to treat visually disabled athletes. Because of the “influence of the bad environment”, the athletes became a tool of politics or administrative organization. These following problems were the results, including: “funds and human resources question” when the training or competition; “no normal places and education system to help the visually disabled athletes to study”; and “the job security problems of the athletes and coaches”. |
|
|
|
|
|
|
|
