績優曲棍球教練訓練行爲之個案分析

Coaching Behaviors for the Elite Hockey Coach

10.29916/JMPP.200906.0007

吳海助(Hai-Chu Wu)；劉兆達(Jau-Da Liu)；韋磊(Lei Wei)

系統觀察法 ； ASUOI ； 基本動作指導 ； 分組比賽指導 ； systematic observation ； ASUOI ； instruction of basic skill ； instruction of competition

管理實務與理論研究

3卷2期（2009 / 06 / 01）

116 - 131

繁體中文

本研究的目的在進行績優曲棍球教練訓練行爲的個案分析，除探計訓練行爲的表現型態之外，並比較其在「基本動作指導與分組比賽指導」兩種不同訓練情境訓練行爲的差異情形。以亞利桑那州立大學觀察工具（ASUOI）修改版的14個行為類目，對一位績優的小學曲棍球教練進行系統觀察分析。結果發埙，教練整體訓練過程的主要行爲是「當場指導、指示與管理」：行爲出現率爲4.43次／分鍾。基本動作指導與分組比賽兩種不同情境的主要行爲亦皆爲「當場指導、指示與管理」。比較後發現，「當場指導使用最多、讚美多於責備的回饋型態、管理行爲使用率高」等現象，在兩種指導情境中有一致的情形：在基本動作指導情境中，「指導類行爲、肢體協助、示範動作、催促、行爲使用率」多於分組比賽指尊情境；而在分組比賽情境中，「指示」則於基本動作指導情境。結論：在整體訓練過程、基本動作指導與分組比賽三種情境中，「當場指導、指示與管理」三種行爲都是教練最常使用的行爲，亦都以讚美多於責備爲主要的回鐀型態。而不同訓練情境會有不同的訓練型態，應該與其訓練内容相關；教練在不同訓練情境雖有類似的訓練型態，但仍有不同的訓練内容，基本動作指尊情境重廣泛的指導類行爲、催促，也有較高的行爲使用率；而分組比賽指導情境則使用較多的指示行爲。

The purposes of this study were to explore the coaching behaviors for an elite hockey coach, and to compare them in instructional situation of basic skill and in the instructional situation of competition. The instrument was the revised Arizona State University Observation Instrument (ASUOI) which had 14 categories for observing an elite hockey coach in elementary school in Taiwan. The results were in the following: (a) The main behaviors in the coaching process for this elite hockey coach were the concurrent instruction, direction and management which were happened 4.43 times per minute. In addition, the main behaviors both in the instructional situation of basic skill and in the instructional situation of competition were also the concurrent instruction, direction and management. (b)The coaching style of more concurrent instructions, more praises than scolds on the feedback process, and more managements was also used in both the other situations. (c) Those coaching behaviors of instructional activities, physical assistance, modeling, and hustle were used more in the instructional situation of basic skill, direction was used more in the instructional situation of competition. In conclusion, those coaching behaviors such as concurrent instruction, direction, and management were frequently used by the elite coach in the coaching process, instructional situation of basic skill and instructional situation of competition. In addition, praise was used more than scold in all coaching situation. Different coaching context would lead to different coaching style. There were more instructional activities and hustle in the instructional situation of basic skill, and more directions in the instructional situation of competition.

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