高風險運動參與與述情障礙之關係探討

The relationship between high-risk sports participation and alexithymia

10.6169/NCYUJPEHR.202406_23(1).0007

鍾世暘(Shih-Yang Chung)；許雅雯(Ya-Wen Hsu)

冒險運動 ； 文獻回顧 ； 情緒調節 ； 運動參與動機 ； adventure sports ； literature review ； emotion regulation ； sports participating motivation

嘉大體育健康休閒期刊

23卷1期（2024 / 06 / 30）

88 - 103

繁體中文;英文

在許多不同的活動中，登山、飛行傘、溯溪等被認為是屬於高風險運動領域，需具一定程度的技能與足夠裝備方以控制風險下進行。近年來，高風險運動較為常見並為許多人躍躍欲試的活動之一。參與冒險運動人士具有不同的動機驅使，而國外研究指出參與高風險運動者與述情障礙特質具相關性。述情障礙是指難以識別一個人的情緒並將其表達給其他人，與情緒調節不良有關。目前臺灣鮮少關注對於此議題的文獻資料，因此本文以國外相關文獻以及國內高風險運動之狀況為主題進行回顧性探討。從文獻可知高風險運動被證明為對述情障礙個體具有吸引力且有效的補償策略，參與過程可以為述情障礙者提供激發並識別強烈情緒的機會，透過特殊環境作為情緒調節的代理者，幫助在日常生活中的感知壓力環境下能調節情緒。此外，參與者可能發展出的代理情緒調節結果主要可以分為情緒調節不轉移到日常生活、有限地調節情緒在日常生活並週期性重返高風險環境，及成功轉移調節至日常生活三種情況。

In many different activities, such as mountain climbing, paragliding, and canyoning, are considered to belong to the high-risk sports domain, requiring a certain level of skills and adequate equipment to manage the risks involved. In recent years, high-risk sports have become more common and are among the activities that many people are eager to try. Participants in adventure sports are driven by various motivations, and foreign studies have indicated a correlation between participation in high-risk sports and traits associated with Alexithymia. Alexithymia refers to the difficulty in identifying one's emotions and expressing them to others, and it is related to lack of emotional regulation. Currently, there is limited literature on this topic in Taiwan. Therefore, this article primarily conducts a retrospective review based on relevant foreign literature and the situation of high-risk sports in Taiwan. From the literature, it is evident that high-risk sports have been proven to be an attractive and effective compensatory strategy for individuals with Alexithymia. The participation process can provide opportunities for individuals with Alexithymia to stimulate and identify intense emotions. By using specific environments as agents for emotional regulation, it can help them regulate their emotions in everyday life, particularly in stressful environments. Furthermore, the results of emotional regulation that participants may develop can be mainly categorized into three scenarios: emotions not transferred to daily life, limited emotional regulation in daily life with periodic returns to high-risk environments and successful transfer of emotional regulation to daily life.