Publication:

排球教練對自由球員認知之研究

中文摘要

本研究的目的在探討排球教練對自由球員相關的認知內容，並比較不同帶隊經歷、男、女球隊教練及不同性別的教練對自由球員的認知是否有顯著差異。本研究以國內大專院校100位排球教練為研究對象，以「排球教練對自由球員認知調查問卷」為研究工具，研究方法採問卷調查法，問卷資料回收以SPSS套裝軟體8.0版作描述性統計及卡方檢定，所得結論如下：

一、排球教練對自由球員防守的認知，在對隊攻擊時以後排中為最適合的防守位置主張者佔62%最高。在己隊攻擊時，以認為留在後排防守最適合者比率最高佔57%，並以防守對方直接扣擊球的主張最高有75%。有74%的教練認為自由球員防守能力應是該隊最好的，且有94%的教練認為可提昇球隊的防守能力。

二、在接發球時，有62%的教練認為自由球員應站後排中擔任接發球，為最大多數，有81%認為接發球能力應是該隊最好的，88%教練認為應擔任主要接發球員，有94%認為可提昇接發球到位率。

三、對於自由球員的替換，主張視情況上場的教練最多佔53%。

四、教練對於自由球員運用最主要的目的，以替換防守不佳的球員為訴求者最多佔68%，有94%認為應設置自由球員，認為自由球員可提振球隊士氣的教練有93%。

五、排球教練認為自由球員應具備的生理素質以反應、敏捷性及協調性為主，心理特質則以自信心及判斷力為主要。

六、不同帶隊經歷的教練，只有在自由球員於對隊攻擊時最適合扮演的防守接球的認知有顯著的差異（p<.05），其他均無顯著的差異（p>.05）。

七、男、女球隊的教練在有關自由球員相關的認知，均無顯著差異（p>.05）。

八、不同性別的教練對於自由球員有關的認知，在自由球員與己隊其他球員防守能力相比較，自由球員於己隊攻擊時最適合扮演何種防守接球、自由球員與己隊其他球員接發球能力相比較及對於自由球員的相關規定等相關認知有顯著差異（p<.05），其他則無顯著差異（p>.05）。

ABSTRACT

The purposes of this study were to investigate the cognition of volleyball coaches toward libero. The cognition of coaches of different teams (male/female), teaching experiences and different sexes was also compared in this research in order to see whether there were obvious differences between them. One hundred volleyball coaches from local colleges were tested by using the questionnaire of cognition of coaches toward libero. And the data were then collected and analysised by using the software pack SPSS ver.8.0. A descriptive statistic conclusion and chi-square was then made. The following conclusions were made: (1) About 62% of the coaches think that it’s the most suitable for the libero to defend in the middle or at the back of their own court when the opponent team attack. When it’s the turn of one’s own side to attack, 57% of the coaches think that the libero should stay at the back row of one’s own court to be ready to defend or go forward to help to defend the opponents’attacks. About 75% of them suggested that the libero should defend directly the opponents’ attacks. There were 74% of the coaches think that the libero should be the best defensive player among the members of the team, and 94% of them think that it can raise the team’s defending ability. (2) There were 62% of the coaches think that the libero should stand in the middle row of one’s own court in order to work best in serve receiving. There were 81% of the coaches think that the libero should have the best ability to defend a serve from the opponent, and 88% of the coaches think that the libero should play the main role in receiving a serve. There were 94% think it can raise the ability at that. (3) As to the replacement of the libero, 53% of the coaches think that whether to replace the libero was needed depends on the current situation. (4) There were 68% of the coaches think that the main reason of having a libero was to substitute the players whose defending skill was not good. There were 94% of the coaches think that a libero is necessary, and 93% of the coaches think that a libero can increase the team’s confidence and higher spirits. (5) Most of the volleyball coaches think that a libero should have good physical properties: fast reaction, good agility and good coordination. For mental properties, confidence and good judgement were necessary for a libero. (6) Coaches with different teaching experiences were significant differences only in the cognition of the best defending position of a libero when the opponent team attacks (p<.05). There were no significant differences on other items(p>.05). (7) There were no significant differences in the cognition of coaches of teams of different sexes about the libero(p>.05). (8) Cognition of coaches of different sexes was significant differences in the following aspects: the cognition about how the defending skill of libero differs from that of other members of the team, the cognition about the best defending position of a libero when one’s own side attacks, the cognition about how the serve receiving skill of libero differs from that of other players of the team and the cognition of the rules about libero(p<.05). There were no significant differences in other aspects(p>.05).