跆拳道指導者的教學與訓練行為分析之行動研究

本研究目的在探討跆拳道指導者在運動訓練與體育教學兩種不同情境，其指導行為型態以及認知過程的差異情形。以指導者參與研究的行動研究法進行，以亞利桑那州立大學觀察工具(ASUOL)的14個行為類目，對一位大學跆拳道指導者進行系統觀察分析與詮釋性訪談。結果發現，訓練情境的主要行為是讚美、指示、當場指導；教學情境的主要行為則為正面的示範、當場指導、讚美。相較之下，訓練情境使用較多的催促、指示、回饋類行為，以及較高的行為使用率；而教學情境則以指導類行為、尤其是示範行為多於訓練情境。結論：指導者認為體育課教學重在推廣，因而使用較多的指導類行為，尤其是示範行為；而訓練是經由系統化的科學訓練，獲取比賽勝利，因而訓練過程必須遵照教練指示來操作，選手被要求的努力標準較高，在動作訓練的質與量上，皆高於教學情境，教練經常使用催促與回饋類行為，也出現較高的行為使用率，以激發選手潛能與鬥志進而強化其技能表現。

關鍵字

系統觀察法； ASUOI ；指導行為

並列摘要

Purpose: The purposes of this study were to describe and to compare the instructional behaviors of a Taekwondo instructor who was engaged in the dual role in coaching and teaching, and the recognition of instructional process. Method: Data were collected through the application of The Arizona State University Observation Instrument (ASUOI) and interpretive interview. Results: Results demonstrated that the Taekwondo instructor used many praises, directions and concurrent instructions in coaching situation, and used positive demonstrations, concurrent instructions, and praises in teaching situation. In comparison, it used a lot of hustles, instructions and feedbacks in coaching than those in teaching. In addition, it also had many demonstrations of instructional behaviors in teaching than those in training. Conclusion: The instructor thought that teaching in physical education was the most important in promoting this activity, so it used a lot of instructional behaviors especially demonstration. On the other hand, coaching needed systematic and scientific training to win the competition. Thus, the training process of coaching needed to follow the coacher's step and the athletes was trained harder. Furthermore, the coacher always used hustles, feedbacks, and higher ratio of behaviors in coaching than those in teaching.