優秀大專啦啦隊選手知覺教練領導與團隊凝聚力之研究

The Study of Leadership Behavior and Cohesion Related to Elite Collegiate Cheerleading Student-Athlete

10.6547/tassm.2008.0003

黃惠芝(Hui-Tzu Huang)；趙榮瑞(Jung-Jui Chao)

啦啦隊 ； 教練領導 ； 凝聚力 ； Cheerleading ； leadership and cohesion

臺灣體育運動管理學報

6期（2008 / 06 / 01）

33 - 44

繁體中文

The study was investigate to the relationship among scholarship, leadership behavior and team cohesion in top six collegiate competition. Average age was 20.09±1.90 years. The subjects were 47 female and 58 male student-athlete from collegiate cheerleading team. One hundred and five participants of collegiate student-athletes finish two questionnaires: Leadership Scale Sports lead the behavior (LSS) and group's cohesiveness (GEQ). The data was analyzed by independent t-test, dependent t-text and one way ANOVA repeated Schfee way. The result was as follows: 1.The order of LSS: training instruction, positive feedback, social support, autocratic behavior and democratic behavior. Prefer leadership behavior was significant higher than perceive for training instruction, positive feedback, social support, autocratic behavior and democratic behavior. 2. Difference reference: (1) Male was significant higher than female for democratic behavior. Female was significant higher than female for autocratic behavior. (2) Full scholarship was significant higher than non scholarship for autocratic behavior and positive behavior. (3) Difference training years: 1-5 years was significant higher than 11 years for democratic behavior.(4)3-4 days was significant higher than 4-5 days years for training instruction. (5)Campus team was significant higher than national team for training instruction and social support. 3. The order of GEQ: GIT, ATGS GIS, and ATGT. There's a positive relation between training instruction, democratic behavior, social support and positive feedback. The outstanding coach improve leadership behavior, cohesion and motivation to promotion sport performance.

The study was investigate to the relationship among scholarship, leadership behavior and team cohesion in top six collegiate competition. Average age was 20.09±1.90 years. The subjects were 47 female and 58 male student-athlete from collegiate cheerleading team. One hundred and five participants of collegiate student-athletes finish two questionnaires: Leadership Scale Sports lead the behavior (LSS) and group's cohesiveness (GEQ). The data was analyzed by independent t-test, dependent t-text and one way ANOVA repeated Schfee way. The result was as follows: 1.The order of LSS: training instruction, positive feedback, social support, autocratic behavior and democratic behavior. Prefer leadership behavior was significant higher than perceive for training instruction, positive feedback, social support, autocratic behavior and democratic behavior. 2. Difference reference: (1) Male was significant higher than female for democratic behavior. Female was significant higher than female for autocratic behavior. (2) Full scholarship was significant higher than non scholarship for autocratic behavior and positive behavior. (3) Difference training years: 1-5 years was significant higher than 11 years for democratic behavior.(4)3-4 days was significant higher than 4-5 days years for training instruction. (5)Campus team was significant higher than national team for training instruction and social support. 3. The order of GEQ: GIT, ATGS GIS, and ATGT. There's a positive relation between training instruction, democratic behavior, social support and positive feedback. The outstanding coach improve leadership behavior, cohesion and motivation to promotion sport performance.

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