學校運動教練訓練知識之研究

Research on the coaching knowledge of school athletic coaches

10.6222/pej.202003_53(1).0007

吳佩伊(Pei-Yi Wu)；林靜萍(Ching-Ping Lin)

教練教育 ； 教練專業發展 ； 學校體育 ； 運動教練學習 ； coach education ； coach professional development ； physical education ； sport coach learning

體育學報

53卷1期（2020 / 03 / 01）

111 - 124

繁體中文

緒論：近年來，把社會學習作為教練教育的一部分受到文獻肯定，但相關研究仍缺乏對於教練學習的瞭解。因此，本研究目的旨在探討學校運動教練認為必須學習及有用的訓練知識內涵，並進一步瞭解教練訓練知識建構的影響因素與專業發展需求。方法：以立意取樣選取9位不同性別、任教層級、運動種類之學校運動教練專家進行多重個案研究，每位經由1-2次的深度訪談，以預建式編碼及主題分析法進行資料的分析。結果：學校運動教練的訓練知識內涵總計六大構面分別為：運動專項知識、教學訓練知識、工具及科技應用、教練專業發展、選手輔導培育與發展、學科知識。學校運動教練訓練知識之影響因素包括：前輩教練傳承執訓理念、家庭教育及師長指導形塑教練信念、學長姐制建構紀律文化、競技運動的個性培養與教育價值；教練專業發展需求則包括：適才適所的研習課程、與時俱進創新的課程與師資、多元持續的進修管道。結論：學校運動教練強調知識的實踐與轉化以及自我內省的能力，而優秀學校運動教練不僅「訓練」選手動作技能，更「教育」學生公民素養。教練也不應過度依賴正規教育，需重視非正式的學習管道持續在專業領域精進，並建議教練培育從師資專業、課程創新及內容豐富程度來提高教練參與專業發展活動的意願。

Introduction: In recent years, social learning has been recognized by literature as a part of coaching education, but related researches still lack the understanding of coaching. Therefore, the purpose of this study is to explore the fact that the school athletic coaches regard it as a must to learn the useful coaching knowledge and contents, and further understand the influential factors of the coaching knowledge construction and the needs of professional development. Methods: The purposive sampling method is used to select nine school sports coaches with different genders, teaching levels, and sports types to conduct multiple case research. The in-depth interview will be carried out on each coach for one or two times, and the methods of template analysis and thematic analysis are adopted to analyze the data. Results: The contents of the school sports coaches' coaching knowledge are divided into six aspects, which are sport-specific knowledge, coaching pedagogy, tools and technology application, professional development of coaching, cultivation and development of athletes, and ology about the subject knowledge. The influential factors of the coaching knowledge construction of the school athletic coaches include: the inheritance of the coaching concept from the seniors, the coaching belief from family education and the instruction of teachers, the principled culture constructed by the seniors and the personality cultivation and the education value of the athletic sports; professional development activities are inclusive of the research and study program for athletes at different levels, the progressive and innovative courses and faculties, and the various and continuous accesses to the advanced studies. Conclusion: School sports coaches emphasize the practice and transformation of knowledge and self-introspection ability, while excellent school sports coaches not only ＂train＂ the player's movement skills, but also ＂cultivate＂ the student citizenship. Coaches should not rely too much on formal education. They should pay attention to the pipeline of informal learning and continue to improve themselves in the professional field. We also suggest that coaches should improve their teaching professionalism, innovate the curriculum, and enrich contents to enhance the coach's willingness to participate in professional development activities.

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