本研究的主要目的，探討在不同性別、訓練年數、獎學金對優秀跆拳道選手在知覺領導行為和團隊凝聚力上是否有差異，並瞭解知覺領導行為和團隊凝聚力之關係。研究對象為擁有全國前三名成績之大專跆拳道選手，共94位完成兩份問卷，運動領導行為(LSS)和團隊凝聚力(GEQ)。資料經過t檢定、單因子變異數分析及皮爾遜積差相關分析，結果如下：一、大專選手知覺教練領導行為，依序為：訓練與指導、民主行為、社會支持、正面回饋、專制行為。二、在性別方面，男生選手對教練領導行為之訓練與指導及專制行為方面顯著高於女生選手；不同訓練年數及獎學金變項在教練領導行為上認知並未達顯著差異。三、在團隊凝聚力方面依序為：個人吸引、個人親和、團隊合作、團隊適應。四.不同性別及訓練年數變項在團隊凝聚力上未達顯著差異，而獎學金變項在團隊凝聚力上達顯著差異，有特別比賽獎金的選手在個人親和方面的團隊凝聚力會高於沒有獎學金的選手。五、知覺教練領導各構面與團隊凝聚力各構面大部分具有顯著相關。本研究建議，提高男生之訓練與指導和獎學金，可增進選手的參與動機，提升運動表現。

The study was investigate to the relationship of difference gender, scholarship status with leadership behavior and cohesion in tae-kwon-do players. The subjects were 40 female and 54 male student-athletes in top 3 national competition finish two questionnaires: Leadership Scale Sports lead the behavior (LSS) and group's cohesiveness (GEQ). The data was analyzed by independent t-test, Pearson's relation and one-way ANOVA. The results showed that: 1.perception leadership behavior: training instruction, democratic behavior, social support, positive feedback and autocratic behavior. 2. In the gender variable, male players was had significant high than female players on training instruction and autocratic behavior. The training time and scholarship variables were not significant difference on perception of leadership behavior. 3. The order of team cohesion is GIS, GIT, ATGT and ATGS. 4. The gender and training time variables were significant difference on team cohesion, but the scholarship variable was not. The special scholarship players were had high GIT than no scholarship players. 5. There's positive relationship of training instruction with social support and positive feedback. There's negative relation of autocratic behavior and GIS. The researcher suggest improve mal training instruction and scholarship to promote athlete participate motivation and sport performance.