軍事體育教官領導特質與教學風格對入伍生人格堅忍度及體能成績之影響

本研究旨在了解軍事學校體育教官領導特質、教學風格對聯合訓入伍生人格堅忍度及體能訓練的影響。主要目的為：（一）探討體育教官領導特質對入伍生人格堅忍度及體能成績的影響；（二）探討體育教官教學風格對入伍生人格堅忍度及體能成績的影響；（三）探討體育教官領導特質、教學風格對入伍生人格堅忍度的區別情形；（四）探討體育教官領導特質、教學風格對入伍生體能成績的區別情形。本研究採調查法進行，母群體為2013年聯合入伍訓一、二、三、四營入伍生（N=3128），以簡單隨機抽樣法選取341位入伍生為研究對象。徵求同意後，讓研究對象填寫背景問卷、領導特質、教學風格、人格堅忍度等量表。將收集資料以描述性統計、變異數分析、區別分析進行分析。獲得結果如下：（一）不同體育教官領導特質在入伍生人格堅忍度有顯著差異存在，即「開放胸襟型」高於「內控型」構面。（二）不同體育教官領導特質在入伍生體能成績無顯著差異存在。（三）不同體育教官教學風格在入伍生人格堅忍度「承諾」構面有顯著差異存在，即「創意型」高於「放任型」，又高於「權威型」；不同體育教官教學風格在人格堅忍度在「控制」構面有顯著差異存在，即「放任型」高於「權威型」。（四）不同體育教官教學風格在入伍生體能成績有顯著差異存在。（五）體育教官領導特質「開放胸襟型」、教學風格「放任型」可以有效區別入伍生的人格堅忍度，區別力分別為73.0%、65.7%。（六）體育教官領導特質、教學風格無法有效區別入伍生體能成績。本研究建議：在軍事教育體制下，建議能多利用各種不同領導、教學方式及風格，以軍中特有的專制權威型為主軸，以樂趣化、主動關懷為輔，來引起學生、部屬更多認同，對部屬、學生學習上及適應環境壓力有較佳幫助，部屬間互動模式較融洽，學習效果更加，更能在執行任務上，達事半功倍效果。

關鍵字

聯合入伍訓；領導特質；教學風格；人格堅忍度；國軍體能

並列摘要

The study is aimed to understand the influence of leadership characteristic and teaching style of sport instructor in military school on personality persevering and physical fitness training on combined enlistment students. The main purposes are: (a) to explore the influence of sport instructor leadership characteristic on enlisted students in personality persevering and physical fitness performance. (b) to explore the influence of sport instructor teaching style on enlisted students in personality persevering and physical fitness performance. (c) to explore the distinction of enlisted students in personality persevering for sport instructor leadership characteristic and teaching style. (d) to explore the distinction of enlisted students in physical fitness performance for sport instructor leadership characteristic and teaching style. The study used ＂survey＂ method; the population are enlisted students from 1st, 2nd, 3rd and 4th battalion of combine enlistment in 2013. (N=3128) Use simple random sample method to select 341 enlisted students as participant. After received consent, the participant fill questionnaires of background information, leadership characteristic, teaching style and personality persevering. Collected data will analysis by descriptive statistics, ANOVA and discriminant analysis and the result as below: (1) Different leadership characteristics of sport instructor have significant (2) difference in personality persevering of the enlisted students and it means ＂open-minded type＂ is higher than ＂internal type＂ (3) Different leadership characteristics of sport instructor have no significant difference in physical fitness performance of the enlisted students. (4) Different teaching styles of sport instructor have significant difference in ＂commitment＂ of personality persevering of the enlisted students and it is ＂creative＂ are higher than ＂loose＂ and higher than ＂authoritative＂. Different teaching style of sport instructor have significant difference in ＂control＂ of personality persevering and it means ＂loose＂ is higher than ＂authoritative＂. (5) Different teaching styles of sport instructor have significant difference in physical fitness performance of the enlisted students. (6) The leadership characteristic ＂open-minded＂ and teaching style ＂loose＂ can effectively distinguish the personality persevering of enlisted students, the discriminant validity are 73.0% and 65.7%. The leadership characteristic and teach style of sport instructor can not effectively distinguish physical fitness performance of the enlisted students. The study suggested: under the military education system, recommended to use various leadership, teaching methods and styles. Use army unique authoritarian model as major and assist with interested, active cares to inspire more recognition from student and subordinates and it will help subordinates and students to learn and adopt the environment stress. The better interaction of subordinates, the better learning effective can get and will have additional effect during carry out missions.