認同對球隊的影響-以某大學女子排球校代表隊為例

Abstract

本研究為個案研究，旨在探究某大學一般生女子排球校隊的發展沿革，分析球隊成員人際互動和認同，以及認同對球隊存續的影響力。研究方法主為田野調查和參與觀察，並訪談歷屆排球隊長、球員和教練共六人。由觀察和訪談得到的結果如下：(一) 球員雖不滿意教練選材與比賽時在場邊給予指導的方式，但教練隊球員的關心能緩解球員的不滿與衝突的發生；從公領域的頻繁互動和私領域的密切相處可知球員間感情深厚，球員藉著與他人的互動加深認同的知覺和層次，進而將對校隊身份的認同擴大至球隊，也滿足球員追求安全感、人生意義以及女性運動員對情緒和人際關係的重視；私領域平行階級的相處可能影響公領域學長學弟制的正常運作而產生衝突，動搖其維繫秩序與傳承、教育的功能，但由於對球隊的認同以及女性運動團隊重視人際關係和情緒感受的人際相處特性，所以能優先考量對方的感受、雙方的深厚交情以及對球隊最好的選擇，避免或緩解衝突與衝突後的負面影響。 (二) 球員對校隊身分的認同始於想加入球隊的傾向，隨著認同的加深進而內化球隊的思想和價值並用言行體現，藉由與其他球員的互動和對校隊身分的認同，球員知覺自己為球隊的一份子之後，便會以視球隊的規範、目標和利益納為自我的一部分，自發地為球隊而付出作為認同的表現，更會加強對運動的熱情產生運動承諾，因此球隊出現困難時，也會盡力提供幫助以解決困境，進而幫助球隊存續；但球員的長期投入和付出仍必須仰賴成就感和樂趣的獲得而延續。The research is a case study of the development of a non-athletic women volleyball team of a university. This paper aims to analyze the interpersonal interaction between players, self/team identity, and the influence of identity on the continuance of a team. The research methods used are field research, participant observation, and interviews with previous captains, players and a coach of the team, a total of 6 people. Through observation and interviews, the results are as follows: (1) although players are dissatisfied with the coach’s way of selecting people and the sideline instruction, the care from coach is able to ease their dissatisfaction and to prevent conflicts from happening. From the frequent interaction in the public sphere and the close contact in the private sphere, the relationship between players is strong and deep. Players enhance their awareness and level of identity from interaction with others, and then the self-identity would be expanded to team identity, meeting the players’ pursuits of a sense of security, meaning of life, as well as the female athletes' focus of emotional and interpersonal relationship. However, in the parallel class of private sphere, it could affect the normal operation of school mentoring scheme and create conflicts, affecting the order and function of education and inheritance. However, with the team identity and the feature of female athletic team—emphasis on interpersonal relationship and emotional feeling—they can take other’s feelings, relationship, and the best choice of team as priority, avoiding conflicts or easing the negative effect of conflicts. (4) Players’ team identity starts when they would like to join the school team. As the identity deepens, the thoughts and values of the team are internalized and shown through statements and actions. Through interacting with other players and identifying with the team, players will view the rules, goals and interest of the team as part of themselves once they are aware of that they are part of the team. They will spontaneously pay out as a way to show identification and the sport commitment would be generated through stronger enthusiasm in sports. Therefore, when there are difficulties on the team, players will do their best to provide help and to solve the problem, helping the team to survive. However, player’s long-term devotion still needs to rely on the sense of achievement and fun to continue.