國中羽球教練訓練行為及知覺之個案研究

Abstract

目的: 本研究目的旨在分析國中羽球教練之訓練行為，並探討教練與選手對教練訓練行為的知覺。方法: 以修改版的 ASUOI 觀察工具，分析歸納一名國中羽球教練執教行為與其訓練之十二位選手，並觀察不同訓練階段共6次訓練行為，最後透過刺激回憶訪談、半結構式訪談、實地筆記等蒐集資料分析結果如下: 一、教練訓練行為以指導類為主57.61%，最常出現之行為依序為當場指導、指示、讚美，非指導類行為佔42.40%，最少出現的行為是肢體協助、無法編碼、責罵；高比例的指導行為是優秀教練訓練行為的特徵之一，可指示行為發現個案教練較多重複指示，下達指示時選手並未確實明白，每分鐘行為出現率也高達4.05次，較多行為接收可能導致選手記憶上難以負荷。而在訓練行為次數比，賽前期>中期>後期，越接近比賽期訓練行為會隨著教練模擬比賽情境而逐漸減少，但仍於賽前後期擁有較多當場指導行為，期望模擬比賽情境之效果較難展現出來。二、教練知覺與選手知覺在行為次數以及讚美之回饋類行為呈現高一致性，為有效訓練特徵之一。但對於當場指導、指示、發問行為知覺有些不同，教練在賽前後期對於當場指導知覺情形存有差異，而指示與發問行為教練與選手雙方知覺不同，可知教練口語表達應力求清晰易懂，在自我檢視與建立了解選手想法之溝通管道也很重要，如訓練日誌，即不會造成知覺不同影響訓練品質，而知覺之差異也更突顯研究中質量相輔的重要性。Purpose: This study aims to analyze the coaching behaviors of junior high school badminton coaches and to investigate the perceptions of both coaches and players regarding these behaviors. Methods: A modified version of the ASUOI observation tool was used to analyze and summarize the coaching behaviors of a junior high school badminton coach and the twelve players he trained. The study included observations of six coaching sessions at various stages of the coaching process. The resulting data were analyzed through stimulated recall interviews, semi-structured interviews, and field notes. A high proportion of directing behaviors indicates effective coaching; however, the frequency of these behaviors may lead to cognitive overload for athletes. It was noted that the frequency of coaching behaviors was highest in the pre-competition phase and gradually decreased as the competition approached, suggesting that coaches simulated competitive scenarios less frequently as the event drew near. Nonetheless, a higher incidence of on-the-spot coaching remained evident before and after competitions, which may undermine the effectiveness of simulating competitive conditions. Additionally, there was a significant level of consistency between coaches’ and players' perceptions concerning the frequency of behaviors and the type of feedback, particularly praise, highlighting a key aspect of effective coaching. However, discrepancies arose in perceptions related to on-the-spot coaching, instructions, and questioning behaviors. Coaches displayed differing perceptions regarding on-the-spot coaching before and after competitions, while variations were noted in the understanding of instructional and questioning behaviors between coaches and athletes. To addressthese perceptual differences, coaches must communicate clearly and understandably. Furthermore, engaging in self-reflection and developing effective channels to understand athletes’ perspectives, can help minimize perceptual discrepancies that may negatively impact coaching quality.