臺北市中等學校田徑教練領導行為與運動員學習滿意度之研究

The Study of the Leadership Behavior of Track and Field Coaches and the Learning Satisfaction of Athletes in Senior High Schools in Taipei City

朱芳德(Fang-Te Chu)

指導教授 ： 程紹同

國立臺灣師範大學/運動與休閒學院/體育學系在職進修碩士班/碩士(2012年)

摘要

本研究旨在瞭解臺北市中等學校田徑代表隊對教練領導行為與學習滿意度之現況情形；並比較其不同背景變項上之差異及探討臺北市中等學校田徑代表隊對教練領導行為與學習滿意度之關係。本研究以參加臺北市100學年度中等學校運動會，榮獲臺北市田徑高男組、高女組團體前六名之學校田徑代表隊作為研究對象，共計204位，並以「教練領導行為量表」、「學習滿意度量表」、「個人基本資料」等三部分為研究工具，採用問卷調查法，總共發出問卷204份，實際回收204份問卷，有效問卷201份，回收有效問卷率為97%。所蒐集之資料分別以描述性統計、獨立樣本單因子變異數分析、薛費法事後比較、獨立樣本t檢定、皮爾森積差相關等方法進行統計分析，本研究結果：

一、在田徑代表隊對教練領導行為現況分析滿意度得分高低依序，以對「訓練與指導行為」滿意度得分最高；其次「關懷行為」、「鼓勵行為」、「專制行為」、而以「民主行為」滿意度得分最低。

二、在田徑代表隊對學習滿意度現況分析滿意度得分高低依序，以對「學習效果」滿意度得分最高；而以「成績表現」滿意度得分最低。

三、不同背景變項之田徑代表隊對教練領導行為與學習滿意度上，具有顯著性差異，其中「性別」、「從事田徑專業訓練的總年資」、「最高運動參加層級」、「個人競賽最佳成績」呈顯著差異，其餘在「田徑專長項目」、「運動入學管道」、「每天練習時數」、「每週練習天數」等變項上，無顯著差異。

四、臺北市中等學校運動員對教練領導行為與學習滿意度之相關情形，具有顯著性差異，且呈現正相關係。由此可瞭解，教練領導行為越高，運動員學習效果也會越好。

關鍵字

教練領導行為 ； 學習滿意度 ； 田徑

並列摘要

This study was to understand current situations of the coach leadership behavior and the learning satisfaction of the senior high school track and field teams in Taipei, and compare their relationships with different background variables. This study subjects were the best six senior high school track and field athletes male and female respectively, in 2012 Taipei City High School Sports Event. Questionnaire survey was the research tool and it was divided into three parts: Coach Leadership Scale, Learning Satisfaction Scale, and Basic Personal Information. A total of 204 questionnaires were sent, 204 questionnaires returned with 201 valid ones, and effective response rate is 97%. Descriptive statistics, Independent One-way ANOVA, Scheffé method, Independent sample t-test, Pearson product-moment correlation coefficient” and related statistical methods were applied for data analysis. According to the results of analysis, the following conclusions in cluded:

a.The satisfaction level of team members towards coach leadership behavior from high to low are “Training and leading behavior,” “Caring behavior,” “Encouraging behavior,” “Dominating behavior,” and “ Liberal behavior” is the lowest.
b.The satisfaction level of team members towards learning satisfaction from high to low are “Learning effects,” and “ performance” .
c.There was significant differenee between ths coach leadership behavior and the learning satisfaction of different background team members.
d.The results indicated the positive correlation in the relationships of the coach leadership behavior and the learning satisfaction that the senior high school track and field teams in Taipei. Therefore, the stronger the coach leadership behavior is, the better the learning effects of athletes will be.

並列關鍵字

Coach leadership behavior ； learning satisfaction ； track and field

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