Publication:

優秀手球教練功能與角色之研究

手球運動的歷史演進過程中，由休閒活動逐漸轉變為有組織的競技運動，讓結構中各角色產生密集互動關係，使手球比賽能更精采的呈現。教練在手球運動中也扮演著不可替代的重要角色，因此，本研究依據教練的重要性，探究教練需具備的多重角色與功能。

本研究目的為，探討手球教練在結構功能理論中的基礎

、探討手球教練的功能與角色以及分析手球教練的制度與規範等三項。研究方法以歷史比較研究法、文獻分析法、半結構式深度訪談等方法，進行研究目的之分析探討。訪談對象設定為，100學年度大專盃手球錦標賽男、女甲組，前三名

之教練做為受訪對象。研究結論如下：

一、手球教練具備的角色功能，是因應需求而產生，而其制度與規範，具有讓教練能發揮完善功能的必要性，兩者都能促進整體結構的穩定，亦都符合結構功能理論的觀點。

二、手球教練具備「指揮官」、「教育者」「父母親」、「總經理」、「總管」等多重角色。在臺灣教練多半為學校教師，因此產生的角色期待與角色衝突之議題。

三、目前手球教練制度與規範區分為，養成教育、分級制度、檢定制度，惟教練養成教育未例行化，課程安排未能層級分明等不足之處，但結構尚屬於合理可行的制度。

Handball has evolved into an organized competitive sport from the original leisure activity during its development, in which each role can interact intensively to offer wonderful competition. In the game, a coach plays an irreplaceable role, so the study attempts to explore the required multiple roles and functions of a coach based on its importance.

The study aims to explore the foundation of handball coach in the theory of structure function, their functions and roles as well as the working system and specification for handball coach. It adopts historical comparison, literature analysis and semi-structured in-depth interviews as research approaches, coaches of the first three winners of Men’s and Women’s Group A respectively in the 2011 National Intercollegiate Handball Champion Games as the respondents. The findings are listed as follows:

1.The roles of handball coach develop in line with the demands; their working system and specification are necessary to make coaches exert their full functions. Both of which can enhance the stability of overall structures and are also applicable to theories of structure function.

2.The roles of a handball coach are multiple, including the commander, educator, parents, manager and general director. In Taiwan, the handball coaches are mostly school teachers, thus it may arouse the topics of role expectation and role conflicts.

3.Currently, the working system and specifications for handball coaches falls into formative education, grading system and review systems, among which only the first one hasn’t been routinized and its course arrangement hasn’t been graded. Nevertheless, its structure is still feasible and rational.