高中羽球教練訓練行為個案研究

Research on high school badminton coaches' training behavior

10.29423/JSRR.202112_16(2).05

歐正明(Cheng Ming O)；闕月清(Keh Nyit Chin)；歐正聰(Cheng-Tsung Ou)

高中 ； 羽球 ； 教練 ； 訓練行為 ； 知覺 ； high school ； badminton ； coaches ； training behavior ； perception

運動與遊憩研究

16卷2期（2021 / 12 / 01）

45 - 62

繁體中文

運動教練行為模式與選手認知所生績效之間有其互動關係，為訓練成果不可輕忽的議題。本研究旨在探討高中男女羽球教練的訓練行為及不同訓練內容間之差異性性以及高中男女羽球教練在指導類與回饋類訓練行為的差異情形，進而探討教練、選手對教練訓練行為的知覺是否一致。參與研究對象為高中羽球教練男女各一位及其訓練的34名選手，男教練有14名女選手，女教練的12名男選手及8名女選手。本研究以亞利桑那州立大學觀察工具與問卷等方式蒐集資料，將教練表現行為逐一編碼並分析教練與選手對教練訓練行為的知覺情形，依照他們所知覺到教練訓練行為出現的排名多少予以排序，經由分析後得到以下發現：一、指導行為是教練最常使用的行為，可見指導行為是訓練的主體，最常出現的行為依序為：當場指導、事後指導、催促、發問等項，少見行為依序為：肢體協助、事前指導、負面示範等項。非指導類行為則以催促出現最多。二、男教練比女教練有較多的發問行為，女教練則有較多的讚美行為。在不同訓練內容部份男女教練指導時機相當一致。三、男教練訓練時的回饋行為屬負面的回饋方式，女教練則屬正面的回饋方式。四、觀察教練之訓練行為與教練知覺、選手知覺教練三者呈現不一致的情形。因此依據本研究結果建議，教練於訓練時除指導行為外，宜多使用發問及正面的回饋行為，並透過自評來改進訓練行為，以創造出正面又有效率的訓練模式。

The interaction relationships between the coach's training behavior pattern and the achievements from the player's cognition is an important issue for achievement of training. The purpose of this study was to investigate the high school badminton coach's and the player's perception about the coach's training behavior. Participants in this study were a male high school badminton coach and a female high school coach and their 34 high school badminton players. The female coach had fourteen female badminton players; the male coach had 12 male and 8 female badminton players. Data was collected by Arizona State University Observational Instrument (ASUOI) and questionnaires. Statistical analysis of the data showed the results as follows: 1. The instruction behavior was used most by the coach, indicating that this behavior was the main part of the training. 2. The most common behavior in order was: concurrent instruction, postinstruction, hustle, and question. 3. The less frequent behavior in order was: physical assistance, preinstruction, and negative modding hustle. Hustle was the most frequent behavior for the non-instruction behavior. 4. The male coach asked more question than the female coach. On the other hand, the female coach gave more praises than the male coach. Although the training contents were different, the instruction timing for the male coach and female coach was quite consistent. The feedback used by the male coach was negative ; on the contrary, the feedback provided by the female coach was positive. The perceived training behavior of the coach and the players were inconsistent. Therefore, base on the research, it is suggested that the coach should use more question and positive feedback. The coach should use the self-appraisal to improve ones own training behavior in order to develop the positive and effective training environment.

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