| Abstract: | 本研究旨在探討臺中市國小籃球選手之性別、每週訓練時間、就讀年級、與教練相處年數及學校類型等變項在知覺教練領導行為與團隊凝聚力上是否有差異，並探討知覺教練領導行為和團隊凝聚力之相關及分析原臺中市國小籃球選手知覺教練領導行為對團隊凝聚力之預測情形。本研究以99學年度臺中市國小籃球校隊為母群體，採隨機取樣方式，分別抽取20所國小學校籃球校隊選手為施測對象，共計446位受試者。研究工具為教練領導行為量表(LSS)和團隊凝聚力量表(GEQ)。所得資料經過描述性統計、獨立樣本t檢定、單因子變異數分析、皮爾森積差相關及多元逐步迴歸等統計分析，結果如下：(一)臺中市國小籃球選手知覺教練領導行為分析結果，籃球選手知覺教練領導行為依序為訓練與指導行為、關懷行為、獎勵行為、民主行為、權威行為(二)在性別方面，男生選手感受到較多的「訓練與指導」、「民主行為」及「關懷行為」；在每週訓練時間方面，每週訓練時間愈長的選手對於教練領導行為有較高的感受力；在年級方面，就讀年級愈高愈能感受教練的「訓練與指導」、「民主行為」及「關懷行為」；在與教練相數年數方面，與教練相處年數愈久的選手對於教練的「訓練與指導」及「獎勵行為」有較高的感受力；在學校類型方面，中型學校的選手感受到教練較多的「訓練與指導」、「民主行為」、「關懷行為」及「獎勵行為」。(三)臺中市國小籃球選手團隊凝聚力部分，依序為團隊適應、團隊合作、人際吸引、人際親和。(四) 在性別方面，男生選手之人際親和力較高；在每週訓練時間方面，每週訓練時間愈長的選手其團隊凝聚力愈強；在年級方面，就讀年級愈高其團隊凝聚力愈強；在與教練相處年數方面，選手的團隊凝聚力並不會因與教練相處年數不同而有顯著差異；在學校類型方面，中大型學校之選手具有較強的團隊凝聚力。(五) 教練領導行為中，「訓練與指導」、「民主行為」、「關懷行為」及「獎勵行為」與團隊凝聚力有顯著正相關，其中以「關懷行為」與團隊凝聚力相關性最高；而「權威行為」與團隊凝聚力則無顯著相關。(六) 教練領導行為中，關懷、訓練與指導及獎勵行為能有效預測整體團隊凝聚力；訓練與指導及民主行為能有效預測團隊合作；關懷及訓練與指導行為能有效預測人際親和；關懷及訓練與指導行為能有效預測團隊適應；關懷、訓練與指導及獎勵行為能有效預測人際吸引。
The purposes of this study are:(1) to compare the differences between coaches’ leading behaviors and team cohesion among Taichung Elementary schools’ basketball players; (2) to discuss the relation of coaches’ leading behaviors and team cohesion among Taichung Elementary schools’ basketball players; and (3) to analyze the calculation of coaches’ leading behaviors and team cohesion among Taichung Elementary schools’ basketball players. The subjects of this study were Taichung Elementary schools’ basketball players whose School Years was 2010---2011. We selected samples by random. The research targets were 20 Elementary schools’ basketball players, and 446 players in all. This study adopts coaching leadership behavior scale (LSS) and team cohesion scale (GEQ). Data collected from the samples were analyzed with descriptive statistics, the independent t test, One-way ANOVA, Pearson product-moment correlation coefficient and stepwise multiple regression. The results were as follows: (1) On perceiving coaches’ leading behavior, the average score in order is training and guiding behavior, concern behavior, reward behavior, democratic behavior and authoritative behavior. (2)In the gender aspect, male players feel more” training and guiding behavior”, ” democratic behavior” and” concern behavior”. In the training time aspect, players feel more about coaches’ leading behavior when they take longer training time. In the grade aspect, players who study in the higher grades feel more ” training and guiding behavior”, ” democratic behavior” and” concern behavior”. In the time being together with coach aspect, players who are being together with coach longer feel more ” training and guiding behavior” and “reward behavior”. In the school type aspect, players who study in the medium school feel more ” training and guiding behavior”, ” democratic behavior”, ” concern behavior” and “reward behavior”; (3) On perceiving team cohesion, the average score in order is team adaptation, team cooperation, interpersonal attraction, and interpersonal compatible.(4) )In the gender aspect, male players have higher score in interpersonal compatible. In the training time aspect, players have higher score in team cohesion when they take longer training time. In the grade aspect, players have higher score in team cohesion when their grade are higher. In the time being together with coach aspect, players’ team cohesion have no difference. In the school type aspect, players who study in the medium or large school have higher score in team cohesion ; (5) In the coaches’ leading behaviors, training and guiding behavior, democratic behavior, concern behavior and reward behavior are positively and significantly related to team cohesion, and concern behavior is the highest related to team cohesion. The authoritative behavior is not significantly related to team cohesion; and (6) In the coaches’ leading behaviors, ” concern behavior”, ” training and guiding behavior” and “reward behavior” can predict team cohesion effectively. ” training and guiding behavior” and ” democratic behavior” can predict team cooperation effectively. ” concern behavior” and ” training and guiding behavior” can predict interpersonal compatible effectively. ” concern behavior” and ” training and guiding behavior” can predict team adaptation effectively. ” concern behavior” , ” training and guiding behavior” and “reward behavior” can predict interpersonal attraction effectively. |
