我國職業網球教練專業能力發展之個案研究

Abstract

摘要

教練專業能力是提升競技運動成績的重要因素，本文旨在了解我國職業網球教練應具備的專業能力內涵、獲取專業能力的管道及遇到的困境。以半結構式訪談法，立意取樣選擇三位Ａ級網球教練為研究參與者，所得資料以主題分析法進行分析，研究結果：一、網球教練專業能力內涵可歸納為網球專業知識、專業技能與專業態度。內涵如下:(一)網球領域知識:網球知識、動作技能知識、專項體能知識;(二)專項訓練知識:因材施教、重視基本動作訓練、設計多元化訓練課程; (三)學科知識:運動生心理、運動生物力學、運動傷害與防護、運動英文; (四)比賽專業技能:戰術理論知識、適時應變能力、運動員心理訓練;(五)教練專業發展:專業素養、敬業的態度、自我反思能力。二、專業能力的來源可分為正規教育與非正式學習:(一)正式學習:學校所學運動科學相關知識以及教練研習會所學;(二)經驗的累積:選手經驗及實際當教練經驗;(三)網路資源：透過網路資源學習頂尖選手的動作、腳步等，應用在專項方面;(四)擴展多樣化:從網球訓練營與教練交流來獲取訓練知識。三、獲取網球專業能力的困境:(一)專業分工不明確:教練除技術訓練外，還需負責體能訓練、考量選手的心理，工作負擔大;(二)外語能力不足:訓練指導語缺乏與培養溝通表達能力;(三)教練講習:國外教練來台講習經驗難以直接移植。綜上所述，網球教練須具備的專業能力內含廣泛，養成教育尚有諸多改善空間，本研究結果提出建議可供未來研究及網球教練之參考。Coaching professional ability is an essential factor to improve the performance of competitive sports. This article aims to understand the professional competence of professional tennis coaches, the approaches to obtain professional competence and the challenges encountered. Using a semi-structured interview method, select three of the A-level tennis coaches as research participants, and the data obtained will be analyzed by subject analysis. Research results: First, the professional competence of tennis coaches can be categorized into professional tennis knowledge, professional skills, and professional attitudes. The connotations are as follows: (1) Tennis field knowledge: tennis knowledge, motor skills knowledge, special physical knowledge; (2) Special training knowledge: teaching students in accordance with their aptitude, paying attention to basic movement training, designing diversified training courses; (3) Subject knowledge: sports psychology, sports biomechanics, sports injuries and protection, sports English;(4) Competition professional skills: Tactical theory knowledge, timely resilience, athlete psychological training; (5) Professional development of coaches: professionalism, dedication, self-reflection.(1) Formal learning: the knowledge of sports science and the learning from the coaching seminars. (2) accumulation of experience: player experience and actual experience as a coach; (3) network resource: through the network resources to learn the top players' movements, footsteps, etc., applied in specific subjects; (4) Expanding diversity: Communicate with coaches from tennis training camps to gain training knowledge. Third, the difficulty of acquiring professional tennis skills: (1) The specialization of tennis coaching is not explicit: in addition to technical training, the coach also needs to be responsible for physical training, consider the mental state of the players, and heavy workload; (2) Lack of foreign language ability and to develop communication skills;(3) Coaching education: It is difficult to transfer the knowledge from foreign coaches and practice it in real tennis coaching in Taiwan. In summary, the professional ability of tennis coaching is broad, and there is still much room for improvement in the development of tennis training. The results of this study provide suggestions for future research and tennis coaching.