Publication:

教練參與訓練動機及領導行為之研究—以臺中縣各級學校運動代表隊為例

本研究主要目的在瞭解臺中縣各級學校運動代表隊教練的參與訓練動機與領導行為之現況，分析背景變項與二個變項之間的差異性以及二者間的相關性。以自編之「臺中縣各級學校運動代表隊教練的參與訓練動機與領導行為調查問卷」問卷調查臺中縣地區國小、國中、高中職等學校運動代表隊教練共466名。回收資料以t考驗、ANONA及Scheffe事後比較、積差相關等統計分析。經分析討論獲得以下結論：

一、教練之參與訓練動機有「自我實現」、「滿足需求」、「成就感」、「社會責任」、「人際關係」等五項因素。

二、分析教練背景變項與參與訓練動機發現在「年齡」、「任職學校層級」、「學歷」、「科系」、「年資」、「擔任職務」、「指導項目」、「專業證照」等因素達到顯著差異水準。

三、教練之領導行為有「關懷行為」、「訓練指導」、「獎勵行為」、「民主行為」、「專制行為」。等五項因素。

四、分析教練背景變項與領導行為發現在「年齡」、「任職學校層級」、「學歷」、「科系」、「年資」、「擔任職務」、「指導項目」、「專業證照」等因素達到顯著差異水準。

五、教練之參與訓練動機與領導行為二者之間呈現正相關。

The main purpose of this research was to understand the training motivation and leadership behavior of the coaches of athletic teams of schools at various levels in Taichung County, to analyze background variables and the difference between two variables, and to look into the correlation between two variables. A questionnaire was used to collect data from 466 coaches of athletic teams of schools at various levels in Taichung County. The data were collected through a self-developed questionnaire entitled “The questionnaire for investigating the training motivation and leadership behavior of coaches of athletic teams of schools at various levels in Taichung County.” Its contents consisted of three areas for collecting the coaches’ basic information, measurements of training motivation and leadership behavior. Collected data were analyzed by SPSS software program (Windows version 12.0) using descriptive statistics, independent t-test, one-way ANOVA, Scheffe’s Method, and Pearson’s product moment correlation. After analysis and discussion, the results were summarized as follows:

1.The coaches’ training motivation included five factors such as self-realization, to meet the need, achievement feeling, social responsibility, interpersonal relationship, etc.

2.The analysis of the variables of the coach’s background and training motivation revealed that such factors as “age”,“school “educational background”,“course of study or major”,“years of service”,“position”, “field of instruction”,and“specialized license” reached the level of apparent difference.

3.The leadership behaviors included five factors such as concern behavior, training instruction, reward behavior, democratic behavior, despotic behavior, etc.

4.The analysis of the coach’s background and leadership behavior indicated that such factors as “age”,“school level”,“educational background”, “course of study or major”,“years of service”,“position”,“field of instruction”, and “specialized license” reached the level of apparent difference.

5.The coach’s training motivation and leadership behavior had positive correlation.