學校運動教練訓練知識之研究
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2017
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Abstract
本研究旨在探討學校運動教練訓練知識之內涵與知識發展的影響因素，以立意取樣選取九位專家教練進行多重個案研究，以深度訪談蒐集資料，採預建式編碼、主題分析法處理資料。研究結果：一、學校運動教練訓練知識內涵包括運動專項知識4項、教學訓練知識4項、工具及科技應用知識3項、教練專業發展知識3項、選手輔導培育與發展知識4項、學科知識7項；二、學校運動教練知識發展可從不同的來源與管道中習得，並受到環境、組織文化以及教練對專業發展活動需求的影響。結論：一、學校運動教練訓練知識內涵總計六大構面，25項子內容；二、教練知識發展是一縱貫性的歷程，應重視非正規、非正式學習的來源管道，在專業發展活動上對課程師資及內容安排有所期待。建議：一、教練研習增加實作課程，建立完善分級制度；二、未來可進一步探究我國教練知識內涵現況或來源知覺研究。
This study aims at exploring the connotation of school athletic coaches' coaching knowledge and the influence factors for the knowledge development. By purposively sampling, nine expert coaches were selected for multiple case researches. In-depth interviews were conducted to collect data, and template analysis style and thematic analysis were utilized to process data. The study findings showed: 1. The connotation of school athletic coaches' coaching knowledge included 4 items of sport-specific knowledge, 4 items pedagogical training knowledge, 3 items of coaching tool or technology application knowledge, 3 items of coach profession development, 4 items of athlete counselling and training and development knowledge, as well as 7 items of ologies knowledge. 2. The school sports coaching knowledge could be learnt and developed from different sources and channels, which was impacted by environment, organizational culture and coaches' needs for professional development activities. The conclusions are drawn as follows: 1.The connotation of school athletic coaches' coaching knowledge consists of six dimensions and 25 items of sub-contents in total; 2.The development of coaching knowledge is a longitudinal process, where non-formal and informal learning sources and channels shall be paid attention to, and faculty for curricula and contents arrangement shall be expected in the professional development activities. Suggestions are given as follows: 1. practical courses are added for coaching study, and a sound rating system is established; 2. In the future, the current status of the connotation of coaching knowledge or source perception study in Taiwan can be further explored.
This study aims at exploring the connotation of school athletic coaches' coaching knowledge and the influence factors for the knowledge development. By purposively sampling, nine expert coaches were selected for multiple case researches. In-depth interviews were conducted to collect data, and template analysis style and thematic analysis were utilized to process data. The study findings showed: 1. The connotation of school athletic coaches' coaching knowledge included 4 items of sport-specific knowledge, 4 items pedagogical training knowledge, 3 items of coaching tool or technology application knowledge, 3 items of coach profession development, 4 items of athlete counselling and training and development knowledge, as well as 7 items of ologies knowledge. 2. The school sports coaching knowledge could be learnt and developed from different sources and channels, which was impacted by environment, organizational culture and coaches' needs for professional development activities. The conclusions are drawn as follows: 1.The connotation of school athletic coaches' coaching knowledge consists of six dimensions and 25 items of sub-contents in total; 2.The development of coaching knowledge is a longitudinal process, where non-formal and informal learning sources and channels shall be paid attention to, and faculty for curricula and contents arrangement shall be expected in the professional development activities. Suggestions are given as follows: 1. practical courses are added for coaching study, and a sound rating system is established; 2. In the future, the current status of the connotation of coaching knowledge or source perception study in Taiwan can be further explored.
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多重個案研究, 教練教育, 專業發展, multiple case researches, coach education, professional development