檢視大學運動員的生涯轉換：生涯發展模式之觀點

An Examination of Career Transition in College Student-Athletes: A Developmental Perspective

10.5297/ser.1602.006

黃崇儒(Chung-Ju Huang)；余雅婷(Ya-Ting Yu)；洪聰敏(Tsung-Min Hung)

運動生涯 ； 生涯規劃 ； 競賽壓力 ； athletic career ； career planning ； competitive pressure

大專體育學刊

16卷2期（2014 / 06 / 30）

192 - 201

繁體中文;英文

本研究目的是以生涯發展模式的整體性觀點來檢視運動員從高中至大學階段在運動才能、心理、社會關係、課業發展的改變情況與知覺障礙、因應策略和未來就業期望。以40名曾獲得大學或高中各級全國比賽前三名之運動員（男、女各20人，20.3 ± 1.5歲）為受試對象，利用半結構式訪談收集資料。研究結果發現：大部分優秀選手在運動才能上知覺到成熟和穩定，想追求精進；運動員認同穩定，對專業有成就感；對於訓練的自發性高，也受到較多鼓勵；競爭壓力主要來自於對手和同儕，教練的壓力較不明顯；在運動成績上有明確的結果或表現目標；同儕關係的變化明顯受到所處環境的影響；學業表現會受到高中時期習慣的影響；對現階段運動生涯的知覺困難主要在於對訓練環境的要求較高和課業上的適應問題；因應資源來自於自我尋求解決方式、求助資深隊友、教練、和家人；對工作選擇大多數人沒有明確想法，或以擔任教練和教師為主。本研究結論：對優秀大學運動員而言，還是相當關注運動成就的提升，對未來就業的方向大多數人仍然是較為窄化或是處於不明確狀態，這是值得各個學校行政單位重視的議題。

According to the Wylleman and Lavallee's (2004) development model, career transition should be examined from a 〞whole person's life-span〞 perspective. Hence, the purpose of this study was to examine the student-athletes' perceived changes in athletic, psychological, psycho-social, and academic domains, when they transferred from high school to college, along with their perceived barriers, coping resources, and career expectations. Twenty male and 20 female college students (aged 20.3 ± 1.5 years), who won at least the third place at the national college or high school events, were recruited as participants. A semi-structured interview was used to collect the data. Results indicated that participants perceived stable and mature development in athletic achievement and athletic identity, and participation in training became autonomous, when they entered into higher positions. Participants perceived pressure that was mostly from their own expectations, opponents and teammates, instead of coaches. The peer relationship of participants depended on what kind of environment they encountered, and their academic achievements almost remained the similar level as high school. Poor training environments and low academic performance were viewed as the main barriers in athletes' college life, and these challenges were mostly resolved by themselves, senior teammates, coaches and family members. For the future career, most elite athletes set their goals on being a teacher or coach, and some of them were still unclear. Taken together, elite college student-athletes still concerned about their athletic performance, and demonstrated autonomous attitudes toward training and competition. However, most elite athletes have developed a limited self-identity, which is considered to be unfavorable to their broader career choices after retiring.

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