臺灣與大陸桌球教練證照研習培訓課程之比較

目的：中國大陸（以下簡稱大陸）桌球競技成績執世界之牛耳，與優秀的教練培育有相當程度的關係，因此本研究旨在比較臺灣與大陸桌球教練證照研習培訓課程之異同，以為臺灣之借鏡。方法：採用比較研究法，對文本進行描述、分析、並列與比較四個步驟，本研究將兩岸文本資料逐一閱讀後，擬出兩岸教練證照研習培訓課程之比較點，再依比較點作分析討論，並依比較後結果提出供臺灣教練證照培訓課程參考借鏡。結果：研究發現臺灣與大陸分別在課程目的與內容有相異之處。一、課程目的：（一）臺灣各級教練培訓課程目的較不明確，大陸則較清楚；（二）臺灣各級課程對應之運動員層級較模糊，大陸對應較為明確。二、課程內容：（一）臺灣各級課程皆重視學科知識，如運動心理、運動生理、運動營養等，及重要議題，如性別平等、禁藥等；大陸則以桌球專項知識為主，如專項選材、基本功、步法等；（二）臺灣各級課程內容延伸性低、重複性高，大陸則隨等級提升而加深加廣；（三）臺灣課程內容較針對已有基礎能力之教練，而大陸初級則從基礎開始教授。結論與建議：一、普查臺灣桌球教練對專業能力之需求，依據數據建構或完善證照研習培訓之課程；二、研習可增加教練訓練歷程發表會，創造教練訓練實務互動、交流之機會；三、制定教練需考取與選手層級相對應之證照。

關鍵字

教練教育；桌球教練培育；教練專業能力；桌球教練培訓；桌球崗位培訓

並列摘要

Purpose: The People's Republic of China's table tennis team's achievements rank is amongst the best in the world. These achievements are highly correlated with the development of excellent coaches. Therefore, this study aims to compare the differences between coach training courses in Taiwan and in China. Methods: The text is described, analyzed juxtaposed, and compared by use of comparative research methods to four steps, which according to relevantly copies that diversifies table tennis coaching courses in Taiwan and in China to further compare and analyst. Results: The study found that there are differences in the purpose and content of training courses between Taiwan and China. First, with regard to the purpose of the training course: (1) All levels of coach training offered in China displayed a more clarified, distinct purpose. (2) Courses offered in China also displayed a clearer definition and classification with regards to the corresponding player's ability. Second, with regard to course content: (1) There were more emphasis on subject knowledge, such as sports psychology, exercise physiology, and nutrition, etc. and important issues, such as gender equality, banned drugs, etc. in Taiwan; whilst China places emphasis on sport specific knowledge, such as special materials, foundational skills, and footwork. (2) China's course content further developed in depth and generalizability as the intensity/level of course work increases, whereas Taiwanese courses displayed lower levels of extensibility and higher levels of repeatability. (3) Taiwan's curriculum content was tailored for coaches with prior basic skills, but China's curriculum established a foundation for coaches with no prior skill-based training. Conclusion and Suggestion: First, there is a need to investigate the demand for professional ability of Taiwanese coaches to build complete training courses using evidence-based data. Second, the planning of workshops can increase training qualifications for coaches and create opportunities for professional exchange and networking. Lastly, there is a need for coaches to obtain a training license which corresponds to their player's ability level.

並列關鍵字

coaching education ； table tennis coaching ； coaching professional skills ； table tennis coach training ； table tennis training

參考文獻

李宜芳、劉宇、陳嘉遠、黃韻靜、林文郎（2003）。大陸運動教練培育制度之研究。體育學報，35，267-277。doi:10.6222/pej.0035.200309.2423

周財勝、張雅棻（2008）。羽球運動教練所具有專業能力之探討。大專體育，99，163-171。doi:10.6162/SRR.2008.99.26

高嬅、林靜萍（2017）。兩岸羽球教練培育系統之比較。中華體育季刊，31(1)，7-14。doi: 10.3966/102473002017033101002

陳九州（2005）。大陸田徑「教練員崗位培訓」制度之探討。北體學報，13，240-247。doi:10.6167/TPEC/2005.13.19

陳建利、陳淑滿、王明月（2012）。臺灣桌球教練專業能力之探析。大專體育，121，53-59。doi:10.6162/SRR.2012.121.08

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臺灣與大陸桌球教練證照研習培訓課程之比較

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