臺灣攀樹運動發展之困境

Obstacles to the Development of Tree Climbing Sport in Taiwan

10.6162/SRR.201803_144.0002

董至聖(Chi-Sheng Tung)

休閒攀樹 ； 工作攀樹 ； 戶外教育 ； recreational tree climbing ； professional tree climbing ； outdoor education

大專體育

144期（2018 / 03 / 31）

14 - 24

繁體中文

臺灣於2003年左右引進國際攀樹組織，開啟臺灣休閒攀樹相關活動與技術的發展，歷經十餘年的發展與推廣，可惜成效並不彰顯，直到2012年國際樹藝協會引進工作攀樹系統，除了改善臺灣樹木工作者的裝備與器材外，更訂定操作安全規範以避免樹木工作者傷亡之風險。本文目的在探討臺灣攀樹運動發展之困境，採用文獻分析法與訪談研究法，搜集相關文獻、訪談及網際網路資訊，加以歸納、整理、分析探討。根據研究結果，所得結語為目前在發展攀樹運動所面臨的困境如下：一、攀樹環境受到認知觀念影響。二、攀樹技術學習管道及裝備昂貴。三、欠缺推廣基層休閒攀樹教練。四、大專校院推展不易。五、管理單位及法規對使用場地的限制。針對臺灣攀樹運動未來發展，提出四點建議：一、設立攀樹運動專責機構及規劃攀樹活動環境。二、配合教育單位對於戶外教育的推展。三、鼓勵大專校院相關系所開設攀樹相關課程。四、管理單位對法規及觀念的改變。

Tree Climbers International, introduced to Taiwan in 2003, develops techniques and carries out activities related to recreational tree climbing. Even after ten years of development and promotion, unfortunately its influence was not significant until the International Society of Arboriculture introduced its professional tree climbing program in 2012. The arboriculturists made improvements to tools and equipment in Taiwan and formulated operational safety standards to reduce the risk of casualties. This paper aims to discuss the developmental dilemma of tree climbing sport in Taiwan. A review of literature and interviews was conducted, data collecting from literature, interviews, and internet. The resulting data were summarized, analyzed and discussed. Based on the results, the obstacles currently hindering the development of the tree climbing sport are as follows: (1) The tree climbing environment is affected by cognitive concepts. (2) The learning process and equipment are expensive. (3) The sport lacks coaches to promote the fundamental recreational tree climbing. (4) Promoting tree climbing in colleges is difficult. (5) Restrictions on the use of venues by management units and regulations. Four suggestions are proposed for the future development of tree climbing sport in Taiwan: (1) Set up an institution specifically responsible for the tree climbing sport and planning the environment for tree climbing activities. (2) Cooperate with educational institutions promoting outdoor education. (3) Encourage tertiary institutions to set up climbing-related courses. (4) The management units should change the relevant regulations and concepts.

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