運動訓練身心經驗之敘說探究

Abstract

本研究旨在探究三位曾為運動選手的體育老師和運動教練，從成為選手一路接受運動訓練再到為人師表的過程，分成四階段在運動訓練或是體育教學中對自我身心狀態的覺察與生活歷程的改變。透過敘說的方式，返回各階段關注關鍵的身體經驗與體會，並在其中尋找與釐清影響身心經驗的因素。採質性研究方法，透過敘說描述、分析後整理。結果如下：（一）運動傷害不只影響選手專項成績表現，也間接牽動生涯規劃和自我認同；（二）選手接受身體教育的程度，會直接影響運動訓練與日常動作的使用情形；（三）身心動作教育課程有助於運動傷害的減緩與專項運動的表現，同時也有助於維持身心在日常生活正向的狀態。建議：落實運動選手多元的身體教育，充實相關運動傷害的知識與處理；持續練習身心技法與覺察自我，以維持身心之健康平衡狀態；提升並培養運動選手主體性思考與自我覺醒知能。This study aims to investigate the process of three PE teachers and sport coaches who once been athletes to become a schoolteacher. The investigation is divided into four phases explore about athletic training or physical education in the physical and mental state of self-awareness and changes of life course. With narrative organon, the research focuses on the key physical experiences and each phase, and from which search the factors that affect soma experiences. This research is done with qualitative method and its results are concluded as follows: (1) Sport injures affect not only the performances, but also the career planning and self-identity of the athletes indirectly. (2) The level of athletes’ knowledge about physical body effect the operation of sports training and the movements of daily life. (3) Somatic movement education could mitigate the injuries from exercise, improve the sports performances, and maintain the athlete positive mental state in everyday life. Suggestions: (1) Implementing the diversity in education of athletes. (2) Learning more about the knowledge and management of sports injuries. (3) Keep practicing the self-awareness and somatic movement techniques to maintain the balance of somatic health. (4) Cultivating the sensation of athletes to enhance subjective thinking and the ability of self-awareness.