體驗教育方案對大學運動社團領導者溝通能力之影響

本研究旨在探討體驗教育方案對於大學運動社團領導者溝通能力之影響，採質量混合之研究設計，以溝通能力為主題進行前導研究及正式研究。兩階段研究分別安排 8 小時及 16 小時之體驗教育方案:於前導研究後，透過半結構式訪談瞭解參與者之感受與回饋，進而調整正式研究之課程規劃;於正式研究後，依據 6 位參與者之訪談紀錄及 14 位參與者之回饋資料，及課程前測、後測、延宕測驗之量化結果，進行歸納與分析。最後根據綜合研究結果進行討論並提出具體建議，以作為未來社團經營及輔導之參考。研究結果發現:1.領導者參與動機包含想學習新事物與社交需求，期許包含學習溝通與促進社團發展;活動前期處於對未知的觀察與信任感不足階段，從課程環境、人際互動及自我突破三個層面探討，發現課程任務設計、引導員鼓勵表達、失衡狀態、自我揭露、包容接納、正向鼓勵、團隊意識形成、害怕被孤立、好勝心、安全感及反覆練習乃行為改變之機轉因素，並影響後期形成共好團隊。2.領導者參與活動後感受包含:成就感、歸屬感、驚訝感、無助感及責任感，收穫包含:自我察覺、換位思考、尊重少數、觀察力、溝通能力及社交關係，產生之漣漪包含:領導者態度、溝通表現及社團經營，實際應用包含建立良好的社團溝通平台及改善個人的溝通模式。3.對於溝通能力之影響，表達能力包含:主動表達、明確表達、確認對方想法及統整團隊意見，其影響契機為產生誤解、溝通無效、認知不同;傾聽能力包含:耐心傾聽和多聽不同意見，其影響契機為問題解決、保持中立及認識對方;同理反應能力包含:換位思考、給予正面回饋及理解對方感受，其影響契機為重視感受、立場不同及正向循環;社交互動能力包含:主動建立關係、不要放棄溝通、找到共同語言及記住對方名字，其影響契機為社交能力不足、溝通無礙及接納彼此。

關鍵字

探索教育；人際溝通能力；社團輔導

並列摘要

This study aims to explore the impact of experiential education programs on the communication skills of university sports club leaders. Adopting a mixed research design that combines both qualitative and quantitative research methods, a pilot study and a formal study were conducted with emphasis on communication skills. This study was conducted in two phases, with 8-hour and 16-hour experiential education programs arranged for each stage respectively. After the pilot study, semi-structured interviews were conducted to achieve a better understanding of the participants' feelings and feedback. Further, adjustments were made to curriculum planning in the formal study. Following the formal study, summary and analysis were made based on the interview records of six participants, the feedback data of 14 participants, and the quantitative results of the pre- test, post-test, and delayed post-test for the programs. Finally, based on the overall research results, this study makes relevant discussions and puts forward specific suggestions as a reference for future practice of club management and counseling. The research results are as follows: 1. Leaders’ motivations for participation include the desire to learn new things and the need for social interaction; their expectations include learning communication and promoting the development of the club. In the early stage of the activity, they are in the phase of observing the unknown and having insufficient trust. An exploration on the three dimensions of curriculum environment, interpersonal interaction and personal breakthrough reveals that the design of curriculum tasks, the encouragement and expression of instructors, the state of imbalance, self-disclosure, inclusion and acceptance, positive encouragement, development of team awareness, fear of being isolated, competitiveness, sense of security, and repeated practice are the mechanisms and factors for behavior change. These also affect the formation of a team that seeks the common good in later stages. 2. The feelings leaders experience after participating in activities include sense of achievement, belonging, surprise, helplessness, and responsibility; their gains include self-awareness, empathy, respect for the minority, observation, communication skills and social relationships; the ripple effects generated include leaders' attitude, communication performance and club management; practical applications include establishing a good community communication platform and improving personal communication mode. 3. In terms of the influence on communication skills, the expression ability includes active expression, clear expression, confirming the other party's ideas and integrating the team's opinions; the opportunities of its influence are the occurrence of misunderstandings, ineffective communication and different perceptions. The listening ability includes listening patiently and listening to different opinions; the opportunities of its influence are problem solving, maintaining neutrality, and understanding the other party. The ability of empathetic responses includes empathy, giving positive feedback, and understanding the other party’s feelings; the opportunities of its influence are valuing feelings, different positions, and positive cycles. The ability of social interaction includes actively establishing a relationship, not giving up communication, finding a common language, and remembering the other party's name; the opportunities of its influence are inadequate social skills, unhindered communication, and accepting each other.