羽球專家教練實務知識之個案研究
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Date
2017
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Abstract
教練知識為具層次性之動態系統，實務知識則是在面對情境問題時，理解、思考、轉化以解決問題所形成之個人化知識。本研究旨在探討羽球專家教練實務知識之內涵與影響因素，採個案研究以觀察、訪談及文件分析蒐集資料，並運用主題分析法進行分析，研究結果：一、羽球專家教練實務知識內涵：包含自我知識、情境知識、管理知識、學習者知識、訓練知識與比賽知識等六個構面。二、各構面知識內涵並非獨立存在，而是相互依存、影響，形成動態發展。三、專家教練實務知識受過去學習經驗影響，在不同階段學習歷程，解決問題積累經驗，形成特殊與獨到的實務知識內涵。四、專家教練實務知識受當前社會情境因素影響，從實務工作不斷自我反思、檢視，運用多元學習管道，提升自我專業知能。研究建議：一、整合專家教練之專業發展歷程與實務知識內涵，建立師徒制，給予社會性支持，並提供情境式的問題，引導新手教練提升實務工作效能。二、未來研究可探討不同層級、項目之專家教練實務知識發展，以及專家與新手教練間之差異，更明確提供現行教練教育培育單位實質的方向與發展。
Professional coaching knowledge consists of irreplaceable practical experiences, instructional behaviors, and personal development. Coaches use diversified instructional behaviors, modeling, and management to overcome difficulties in various instructional situations. The purpose of the study is to understand the relationship between the coaching knowledge and the characteristics of effective instructions. This study used literature review on relative data. Furthermore, in-depth interview and participant observation were conducted for revealing participant’s background and coaching experiences. The results indicated that (1) the insight of a badminton coach comprises (a) personal knowledge, (b) practical experiences, (c)management skill, (d)students’ knowledge, judiciousness of (e) training and (f) competition. (2) The six elements were interacted and influenced each other. (3) Coaching knowledge was influenced by previous learning experiences; therefore, coach’s distinct learning stages form unique knowledge of practical problem solving ability. (4) Empirical coaching knowledge was affected by dissimilar social circumstances. Self-reflection, evaluation, and multi-learning methods were applied to progress personal profession. The study recommended that (1) a fundamental master and prentice system should be progressed for novice coaches in order to provide effective coaching instruction and behavior. (2) Further research is encouraged to focus on coaches who have different sport specialties and experiences; the possibilities of practical outcomes will be provided to foster better coaches.
Professional coaching knowledge consists of irreplaceable practical experiences, instructional behaviors, and personal development. Coaches use diversified instructional behaviors, modeling, and management to overcome difficulties in various instructional situations. The purpose of the study is to understand the relationship between the coaching knowledge and the characteristics of effective instructions. This study used literature review on relative data. Furthermore, in-depth interview and participant observation were conducted for revealing participant’s background and coaching experiences. The results indicated that (1) the insight of a badminton coach comprises (a) personal knowledge, (b) practical experiences, (c)management skill, (d)students’ knowledge, judiciousness of (e) training and (f) competition. (2) The six elements were interacted and influenced each other. (3) Coaching knowledge was influenced by previous learning experiences; therefore, coach’s distinct learning stages form unique knowledge of practical problem solving ability. (4) Empirical coaching knowledge was affected by dissimilar social circumstances. Self-reflection, evaluation, and multi-learning methods were applied to progress personal profession. The study recommended that (1) a fundamental master and prentice system should be progressed for novice coaches in order to provide effective coaching instruction and behavior. (2) Further research is encouraged to focus on coaches who have different sport specialties and experiences; the possibilities of practical outcomes will be provided to foster better coaches.
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Keywords
運動教練, 教練知識, 實務知識, Athletic coach, Coaching Knowledge, Practical Knowledge