| 摘要: | 本研究目的在探討中部田徑選手知覺的教練領導行為及選手訓練滿意度現況情形，比較在不同背景變項選手所知覺的教練領導行為及滿意度之間的差異，並進行相關性分析。本研究採問卷調查法方式，並以「知覺教練領導行為量表」與「訓練滿意度量表」作為研究工具，調查對象為中部地區田徑選手共發出310份問卷，回收300份有效問卷，並以描述統計、t考驗、單因子變異數分析、薛費法事後比較、積差相關等方法進行統計分析，經分析與討論後，本研究獲得如下結論： 一、 在田徑代表隊對教練領導行為現況分析，以「訓練與指導行為」滿意度最高；其次為「民主行為」、「關懷行為」、「鼓勵行為」，以「專制行為」滿意度最低。二、 田徑代表隊對學習滿意度現況分析，以「整體訓練內容」滿意度最高；其次「教練整體領導方式」，以「個人表現」度得分最低。三、 不同背景變項的選手知覺教練領導行與學習滿意度上，具有顯著性差異，其中「性別」、「不同年級」、「訓練年資」、「最高運動參加層級」、「每天練習時數」、「學校班級數」、「入隊因素」、「個人最佳成績」具有顯著差異，在「田徑專長項目」、「每週練習天數」等變項上，無顯著差異。四、 中部田徑選手知覺的教練領導行為及選手訓練滿意度之相關情形，具有顯著性差異，呈現正向關係，屬中度相關。
The purpose of this study was to investigate the relationship between perceived coach leadership behaviors and athlete’s training satisfaction of the track and field athletes in central Taiwan, and compare their relationships with different background variables. This study adopted questionnaire survey, including “Scale of Coach Leadership Behavior” and “Scale of Training Satisfaction.” The questionnaires were filled out by track and field athletes in central Taiwan. The total of filled out questionnaires were 310, and 300 valid questionnaires were analyzed in descriptive statistics, t-test, one-way ANOVA, Scheffe post-hoc comparison, and Pearson’s product-moment correlation. After the analysis and discussion, the results of this study are shown in the following:(1) The satisfaction level of team members towards coach leadership behavior from high to low are “Training and leading behavior,” “Liberal behavior” “Caring behavior,” and “Encouraging behavior.” “Dominating behavior” was the lowest.(2) The satisfaction level of team members towards training satisfaction from high to low are “the whole training lessons＂ and ＂the coach's leadership on the whole.＂ ＂ Individual performance＂ was the lowest. (3) There was significant difference between the perceived coach leadership and training satisfaction of different background team members. Gender, grades, training ages, the highest level of sport contest, practice hours per day, the number of school classes, the reasons for joining, the personal best grades had significant difference; however, the special track and field skill,and practice days per week had no significance.(4) The perceived coach leadership and training satisfaction was significant, and moderately correlated. |
