高中職游泳教學教練領導風格對教學績效影響之研究

The Effect of the Leading Style of the Vocational School Swimming Coach on Students Performance

潘明有(Ming-Yu Pan)

指導教授 ： 張庭彰

亞洲大學/管理學院/經營管理學系碩士班/碩士(2008年)

摘要

本研究旨在探討高中職游泳教學教練領導風格對教學績效影響之研究。以台中縣私立僑泰中學一、二年級學生為研究對象，首先以僑泰中學游泳課程學生成績作為教練教學績效之樣本，再以自編之「高中職游泳教學教練領導風格對教學績效影響之研究問卷調查表」為研究工具，進行問卷調查。再以描述統計、獨立樣本t檢定、單因子變異數分析、Scheffè事後檢定、相關分析，並運用SPSS 套裝軟體進行資料分析，得到以下結論：
一、本研究發現：教練領導風格量表五個向度中，以「訓練與教學行為」得分最高，以「專制行為」得分最低。而在學生滿意度中以「教練領導風格」得分較高，顯示學生對目前教練整體表現感到滿意。
二、在教學績效分析中，在推廣游泳運動時，還是以一年級為主，並以自由式為第一個學習的泳姿，教練教學均以自由式與蛙式為主，顯示自由式與蛙式是目前教學主流；學習游泳時間則以三個月以下為最多，十二個月以上次之；而學生在選擇教練中顯示還是以女教練為優先。在教學績效中，學生游泳程度還是以初級最多人，高級則為最少，但也表示已有學生游泳能力進步到高級了；在能游完25公尺中的學生，超過的二分之一，表示有五成以上學生俱有基本游泳能力。
三、參與游泳時間中，教學行為、民主行為、社會支持行為、回饋與獎勵行為中，都具有差異性並達顯著水準，且四個學期(含)以上的學生認為影響學習滿意度的程度大於二個學期學生；累計學習游泳時間中，社會支持行為、正向的教練領導行為、成績表現中，都具有差異性並達顯著水準，且十二個月(含)以上的學生認為影響學習滿意度的程度大於三個月以下學生。；在學習等級中，各項因素中均具有差異性並達顯著水準，游泳程度高級的學生認為，影響學習滿意度的程度大於初級學生。；在教練滿意度中，各項因素中均具有差異性並達顯著水準，A教練、B教練、C教練、D教練的學生在自我學習滿意度中認為，影響學習滿意度的程度均大於E教練學生，所以E教練的學生對於自我學習滿意度最不滿意。
四、在教練領導風格與各因素相關分析中發現、正向的教練領導行為與教學行為、訓練行為、民主行為、正向專制行為、社會支持行為、回饋與獎勵行為之相關關係已達顯著水準且呈正向相關；只有與負向專制行為之相關關係已達顯著水準且呈負向相關。

關鍵字

游泳教學 ； 領導風格 ； 教學績效

並列摘要

This study aimed at investigating the effect of the leading style of the vocational school swimming coach on students’ performance. The subjects were the first and the second grade students of Chaio Tai high school in Taichung county. The data including the grades of swimming course of Chaio Tai high school as the sample of teaching/learning performance, and a self-made questionnaire “The effect of the leading style of the vocational school swimming coach on students’ performance.” With SPSS, Descriptive Statistics，Independent samples t-test，One-Way ANOVA Scheffè，Correlation analysis. were applied to analyze the date. The conclusions were:
1. In the five perspectives of leading style, “Training and teaching behavior” had the highest scores, while “autarchical behavior” had the lowest scores. And in the perspective of students’ attitudes, “leading style” had higher scores, which indicated that students were satisfied with the teaching performance of the coach.
2. In terms of the analysis of teaching performance, the first grade students are the mainly group to popularize swimming. free style is the first choice to be learned, while free style and breast stroke are the major choices when doing coach teaching, which indicated that free style and breast stroke are the mainstream of the current teaching. The preferred learning time is within three months and then is over twelve months. As for the choice of the gender coach, female coaches are the top choice. Furthermore, most of the students’ swimming skills are at the beginning level, only few of them are at the advanced level. However, it also showed that some students make progress to the advanced level; more than half of the students can finish 25 meters, indicating that fifty percent of the students have the basic swimming skills.
3. In terms of participating in swimming time, teaching behavior, democratic behavior, social support behavior, and feedback and reward all had significant difference. In addition, the students who participated in swimming for four or over four semesters thought that the above factors had more effects on learning performance than those participating in swimming for two semesters. In terms of accumulating learning time, social support behavior, the positive coach leading behavior, and learning performance all showed significance difference. Students who had learned for or over twelve months had better satisfaction with learning performance than those learned under three months. In terms of learning level, each factor has significance difference; the advanced learners had better satisfaction than the beginning learners. In terms of the satisfaction with the coaches, all factors have significant difference; in the perspective satisfaction at self learning, the students of coach A, B, C, and D had better satisfaction at learning performance than the students of coach E; therefore, the students of coach E were not satisfied with their performances.
4. The analysis between leading style and each factor showed that the factors of positive coach leading and teaching behavior, training behavior, democratic behavior, positive autarchical behavior, social support behavior, and feedback and rewarding Significant and positive correlation, while only negative autarchical behavior Significant and negative correlation.

並列關鍵字

Swimming Teaching ； Leadership Style ； Teaching Achievements

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