本研究主要目的在探討全國橄欖球選手前四名知覺教練領導行爲和凝聚力之間的關係。受試者爲96年全國橄欖球前四名選手，男生80名，共完成68份問卷。研究工具爲：運動領導行爲(LSS)和團隊凝聚力(GEQ)。所得資料經相依t檢定、獨立t檢定、單因子變異量數分析和雪菲式事後比較、皮爾遜相關，其結果如下：教練領導行爲分析結果，橄欖球選手知覺的教練領導行爲，依序爲：專制行爲、訓練與指導、民主行爲、正面回饋、社會支持。橄欖球選手在訓練時以專制行爲、訓練與指導爲重心，民主行爲、正面回饋、社會支持爲輔。一、橄欖球選手知覺與喜愛之社會支持達顯著差異。（一）訓練年資，橄欖球選手訓練年資之知覺教練領導行爲未達顯著差異。（二）獎學金，橄欖球選手有無獎學金之教練領導行爲未達顯著差異。二、團隊凝聚力，依序爲團體合作、團隊適應、個人親和、個人吸引。三、知覺教練領導與凝聚力整體與各構面之相關情形，知覺教練領導行爲的訓練與指導、專制行爲、民主行爲、正面回饋、社會支持皆與凝聚力的個人親和、個人吸引、團隊合作、團隊適應成負向相關（r=-0.35 至-0.53）。凝聚力之個人吸引與訓練與指導、民主行爲、正面回饋、社會支持達顯著差異，成負向相關(r=-0.48,-0.38,-0.42,-0.46)。研究結果建議改進更多社會支持，使選手能夠更專心的接受訓練，使成績表現更好。

The main purpose of this research was to investigate collegiate rugby student-athlete leadership behavior and team cohesiveness in top forth competition. The subjects were 68 male collegiate students. All two participants of collegiate students finish two questionnaires: Leadership Scale Sports lead the behavior (LSS) and group's cohesiveness (GEQ). The data was analyzed by independent t-test, one way ANOVA and Pearson's relation. The result was as follows: The order of LSS: autocratic behavior, training instruction, democratic behavior, positive feedback, and social support. Perceived social support was significant higher than prefer. The order of GEQ: GIT, GIS, ATGS, and ATGT. There was negative relation between TI, AB, DB, PF, SS, GIT, GIS, ATGT, and ATGS. There was negative relation between ATGT, TI, DB, PF, and SS. Provide more social support to student-athlete to improve sport performance.