本研究目的在探討實務教學對學生學習運動賽會管理能力之效果，及影響學習效果途程。運動賽會管理能力包括自我管理、人際溝通、資訊科技運用、籌備、行銷、後勤與服務作業規劃與執行、安全與危機管理，以及團隊領導。針對29位全程參與2001年在台灣籌辦的亞洲杯成棒賽與世界盃成棒賽的大學生，以運動賽會管理能力自填問卷實施前測、中測、後側，取得原始資料並以相依樣本進行t檢驗統計分析。研究發現：學生自覺運動賽會管理能力水準與日常生活經驗有密切關係，經驗越多者，越會覺得能力足夠。實務教學對運動賽會管理能力的學習效果，包括直接效果 (direct effect) 與間接效果 (indirect effect)，直接效果乃實務教學本身，對運動賽會管理能力會直接產生學習效果者，本研究歸納為兩項因素，一是學生在實習過程扮演的角色與任務內容，一是在扮演角色過程中的人際互動品質。間接效果則是產生直接效果的因素會進一步影響其他因素，進而對運動賽會管理能力學習效果產生影響者，本研究發現有兩項因素，一是相關課程學習效果，一是自信心增加。運動賽會管理能力學習效果的途徑為：共通能力，包括人際溝通、自我管理及資訊科技運用，主要受到人際互動品質和自信心增加的影響；特定能力，包括賽會籌備、行銷、後勤與服務作業規劃與執行、安全與危機管理等，主要受到扮演角色任務內容及相關課程學習效果的影響；團隊領導進階能力則需要人際互動品質、自信心增加、扮演角色任務內容，以及相關課程學習效果等四項因素累積的影響。運動賽會管理三類能力的結構與建立過程，以共通能力為基礎並且最早獲得，特定能力隨著角色扮演的過程逐漸獲得，團隊領導能力則在共通能力與特定能力建立後累積而成。為提高運動賽會管理實務課程的教學效果，本研究根據資料分析與推論，建議實務課程應以學生學習效果為優先目標，授課教師應尋找是當的實務對象，為學生配置適當任務並加以指導與領導；學生應主動評估選擇適合自己的實習對象與角色並自我要求，主動與老師、主管、同儕進行充分的溝通與互動；建教合作實習業者應將實習學生視同正式員工，提供必要的訓練與引導，協助學生達成交付的任務。

The study was aimed to explore the learning effects of sport event managerial competence from practicum course. In addition to lecturing and classroom discussion, empirical experience is an important way to learn sport event managerial competence which is composed of a variety of ability, such as self management, interpersonal communication, information technology application, organizing, marketing, service operations, safety and emergency management, and leadership. Research subjects are 29 freshman and sophomore in the sport management department, NCPES, Taiwan. These students selected the practicum course for organizing 21(superscript st) Asia Baseball Game and 34(superscript th) World Cup baseball, which were held in March and November 2001, in Taiwan. Every subject evaluated his or her own sport event managerial competence by answering a self-administrated questionnaire for pro, mid and post tests. Based upon data analysis, research findings are as following. The perceived sport event managerial competence is positively correlated to empirical experience inside or outside school. The learning effects of practicum course come from direct and indirect factors. Direct effects are the roles which students played in sport events and the quality of interpersonal interactions during their roles playing. Indirect effects are from the learning effect of relevant courses and enhancement of self confidence. The quality of interaction and self confidence are the major contributors for the competence of interpersonal communication and self management. The roles played in events and learning effects of relevant courses are the major sources for learning organizing, marketing, service operations, safety and emergency management, and leadership. To enhance the learning effects of practicum courses, recommendations are proposed as following. Practicum courses should be implemented firstly for student-learning. Teachers should find proper organizations for practicum and provide consultation and leadership for students. Students should select practicum courses suitable for their development and interact closely with teachers and colleagues. Cooperative organizations should treat students just like their formal employees in training and performance evaluation.