正念介入對國中體育班學生特質焦慮之影響

Abstract

臺灣近年在國際競技運動賽場上屢獲佳績，多位參賽的臺灣選手在求學階段是受到體育班系統化訓練，體育班是臺灣培育優秀競技運動人才的重要管道。在國中階段體育班學生主要接受專項技術訓練及專項體能訓練，而在運動心理技巧訓練方面較少涉略。現今已有需多研究指出國中階段學生運動員若沒有好的心理技巧面對訓練及賽場所帶來的負面情緒感受，可能會影響選手在賽場上的表現以及選手運動生涯的延續。本研究希望透過正念介入在學體育班學生，探討是否可以有效協助到學生選手改善在賽場上的負面情緒感受，提供日後體育班老師及教練作為參考。目的：本研究藉由實驗介入，並以量表分數作分析，探討短期正念技巧-身體掃描是否可以有效幫助到體育班學生降低其特質焦慮。方法：本研究以桃園某國中之七年級及八年級共計39名體育班學生作研究對象，以班級為單位分成正念實驗組及控制組。於實驗開始前及結束後進行兒童用運動焦慮量表及正念狀態量表施測，將蒐集的數據資料統計分析及探討。實驗介入方式為正念實驗組於學期間進行十次三十分鐘以正念技巧之身體掃描為主的正念訓練，控制組則維持原學校作息。結果：統計結果顯示，兩組在正念狀態、特質焦慮於前測均無顯著差異，而在後測正念實驗組的特質焦慮顯著降低、正念狀態則提升未達交互作用。結論：正念實驗組在接受正念介入後，特質焦慮顯著降低，證明正念介入能有效改善特質焦慮。建議未來研究深入探討介入時長對於特質焦慮的影響以及提供何種必要正念背景知識能讓現場老師及教練能有效帶領體育班學生進行正念練習。In recent years, Taiwan has achieved remarkable results in international competitive sports. Many Taiwanese athletes who have excelled on the world stage received systematic training in sports classes during their school years, making sports classes a crucial way for cultivating elite sports talent in Taiwan. At the junior high school level, students in sports classes primarily undergo specialized technical and physical training, but receive relatively less instruction in sports psychology skills. Recent studies have pointed out that junior high school student athletes without adequate psychological skills to cope with the negative emotions arising from training and competition may experience adverse effects on their performance and the continuation of their athletic careers. This study aimed to investigate whether a mindfulness intervention could effectively help sports class students improve their emotional responses in competition, thereby providing a reference for teachers and coaches in sports classes. Purpose: Through an experimental intervention and analysis of questionnaire scores, this study explored whether a short-term mindfulness technique—body scan mindfulness—could effectively reduce trait anxiety in sports class students. Methods: This study targeted a total of 39 seventh- and eighth-grade students from the sports classes at a junior high school in Taoyuan. Classes were randomly assigned to a mindfulness intervention group and a control group. Both groups completed the Sport Competition Anxiety test for Children and Mindfulness State Scale before and after the intervention. The collected data were statistically analyzed. The intervention group received ten 30-minute mindfulness training sessions focusing on body scan techniques during the semester, while the control group maintained their regular school schedule. Results: Statistical analysis revealed no significant differences between the two groups in mindfulness state and trait anxiety at pre-test. However, post-test results showed that the mindfulness intervention group had a significant reduction in trait anxiety, though the enhancement in mindfulness state did not reach a significant interaction effect. Conclusion: The mindfulness intervention group demonstrated a significant decrease in trait anxiety after the intervention, indicating that mindfulness intervention can effectively alleviate trait anxiety. It is recommended that future research further explore the impact of intervention duration on trait anxiety, and investigate which essential mindfulness background knowledge can help teachers and coaches more effectively guide sports class students in mindfulness practice.