| 摘要: | 本研究主要目的，探討優秀大專拔河隊教練領導行為和團隊凝聚力之間的關係。受試者為大專盃選手，分為女生146名及男生23名的學生。全部學生169位參加者完成兩份問卷：運動領導行為（Leadership Scale for Sports, LSS）和團隊凝聚力（Group Environment Questionnaire, GEQ）及內在動機量表。資料經過，獨立t檢定，相依t檢定，單因子變異數分析和雪菲爾事後比較，皮爾遜相關。結果如下：一、大專拔河隊教練領導行為分析：大專選手知覺教練領導行為，依序為：訓練與指導、正面回饋、社會支持、民主行為、專制行為。二、知覺與喜愛教練領導行為：大專選手知覺教練領導行為喜愛顯著高於知覺領導行為：民主行為、專制行為、正面回饋。三、不同變項之知覺教練領導行為之比較分析：（一）不同性別：男生女生知覺的教練領導行為無顯著差異。四、凝聚力：本研究發現，大專選手凝聚力，依序為：團體合作、個人親和、團隊適應、個人吸引。個人親和顯著高於個人吸引。團體合作顯著高於團隊適應。五、知覺教練領導與凝聚力之相關情形：訓練與指導、民主行為、專制行為、社會支持、正面回饋、團體合作成正相關。回饋、團體合作成正相關。社會支持與個人親和、個人吸引、團體適應成負相關。本研究發現，增進訓練與指導及改善民主行為，提供優秀拔河選手與教練，做為運動教練領導訓練一些參考指標。
The purpose of this research was to explore the relationship between college-level tug-of-war coaches' leadership and team cohesion. Subjects are National Intercollegiate Athletic Games players, 146 female players and 23 male players. All 169 players completed two questionnaires, including LSS and GEQ scale and internal motivation scale. This study performed independent t-test, dependent t-test, one-way ANOVA, Scheffe method, and Pearson correlation to analyze collected data. Key findings from this current study included (a) analysis of college-level tug-of-war coaches' leadership: college-level players aware of coaches' leadership behaviors are training and guidance, positive feedback, social support, democratic behavior, and autocratic behavior, (b) consciousness and affection to coaches' leadership behaviors: college-level players perceive coaches' leadership behaviors affection significantly higher than perceive leadership behaviors: democratic behavior, autocratic behavior, and positive feedback, (c) analysis of different factors between coaches' leadership behaviors: different gender-no significant difference between male and female's perception of coaches' leadership behaviors, (d) team cohesion: this study found that college-level players' team cohesions are group cooperation, personal affinity, team adaptation, and personal attraction. Personal affinity is significantly higher than personal attraction and group cooperation is significantly higher than team adaptation, (e) perception of coaches' leadership and team cohesion: training and guidance, democratic behavior, autocratic behavior, social support, positive feedback, and group cooperation are positive correlated. Social support and personal affinity, personal attraction, and team adaptation are negatively correlated. This study discovered that enhance training and guidance, improve democratic behavior, and provide outstanding tug-of-war players and coaches are reference indicators for sport coaches leadership training. |
