國中跆拳道教練訓練行為分析

吳昇翰

《高師大體育》 9期 (2010/10) Pp. 69-81

https://doi.org/10.6305/PENKNU.2010.9.6

摘要

本研究目的在以系統觀察法分析國中跆拳道教練的訓練指導行為，經由將訓練過程以錄影方式紀錄，進而探討教練、選手對教練本身訓練行為的看法，以及其間的一致性。研究對象為一位國中跆拳道專任教練及其訓練的19名選手，研究方法採用亞歷桑那州立大學觀察工具（Arizona State University Observation Instrument,ASUOI）加以分析歸類，並觀察影帶中的教練行為，對照逐字稿所顯示的口語記錄，逐一依類目定義編碼於事件記錄表內。採用事件記錄法，就次數、總數、百分比及問卷，依得分的多寡來瞭解教練的訓練指導行為，共計 80分鐘的訓練過程，出現244次的行為類目。歸納其出現最多的行為依序為，管理、當場指導、正面示範，出現最少者，則為無法編碼、發問、事後指導等。經由結果的分析與討論，獲致結論如下：一、參與本研究的國中跆拳道個案教練之訓練行為分配情形：1、本研究中非指導類行為高於指導類行為，指導類行為佔47.1% ，其中，又以當場指導類為最高，而非指導類行為，則佔52.9％。2、在所有指導行為中，以當場指導出現比率為最高，正面與負面示範行為比率為4：1，讚美與責備行為比率是3：1。二、教練、選手知覺及觀察到教練訓練行為間的一致性方面：1、觀察行為與教練知覺、選手知覺三者間一致性較高者，以催促、正面示範、肢體協助是三者所共同認同之教練訓練行為。2、觀察行為與教練、選手知覺三者間的不一致現象，得知本研究的教練只能部份正確評估其行為。3、就不一致的現象而言，教練在實施訓練時有必要，使選手對訓練行為能具有更清楚明白的知覺，以為選手營造一個正面而有效的訓練環境。建議如下：跆拳道教練為能有效進行訓練，應透過適當的肢體輔助、正確動作示範、即時催促等行為，經由指導來促進運動技能之學習，且以讚美行為來培養選手學習動機及鼓勵選手參與訓練，以期增進選手訓練的成效。

關鍵字

教練行為 ； 系統觀察 ； ASUOI

並列摘要

The purpose of this study was to observe the training behaviors of a junior high school Tae Kwon Do coach using the systematic observation method. The training procedures were recorded by using video tapes. To understand the opinions about training behaviors between players and coach based on study purpose. The study also examined the consistency between two groups. The participant were a junior high school Tae Kwon Do coach and his 19 players. The research method adapted Arizona State University Observation Instrument (ASUOI) to analyze the behavior categorical items. Using event record method to observe the coaching behaviors and verbal records based on the defined coding behavior items and keep track by recording the event record sheets. Based on frequencies, total numbers, percentages, and scores of questionnaires were used to understand the coach's training or instruction behaviors. During total 80 minutes of training period of time, there were total 244 defined behavior items. The data showed the most frequency of training behaviors in orders were management, instruction in person, positive demonstration. The least frequency of training behaviors in orders were non-coding behavior, inquiring, and instruction after training. This study made some conclusions about the observation of coach behaviors as followed: (i) non-instructional behaviors more than instructional behaviors, the rate for positive and negative demonstration was 4: 1, the rate for praise and blame was 3:1. The consistency of perception and observation of coach's training behavior aspect: hastening, positive demonstration, and body assistance behaviors were the common coach's training behaviors. Suggestions: Tae Kwon Do coach can enhance training effectiveness through proper body assistance, correct motor demonstration, and prompt hastening instructional behaviors to promote sport skills learning. It also is a good way using praise behaviors that cultivated players' motivation and participation in training setting.

並列關鍵字

coach behavior ； systematic observation ； ASUOI