:::

詳目顯示

回上一頁
題名:有效體育教學與有效運動訓練指導行為之研究
作者:吳海助
作者(外文):Hai-chu Wu
校院名稱:國立體育大學
系所名稱:體育研究所
指導教授:周宏室
學位類別:博士
出版日期:2010
主題關鍵詞:系統觀察ASUOI指導情境認知過程指導行為知覺systematic observationASUOIinstructional situationperceptual processperceptual of instructional behaviors
原始連結:連回原系統網址new window
相關次數:
  • 被引用次數被引用次數:期刊(2) 博士論文(1) 專書(0) 專書論文(0)
  • 排除自我引用排除自我引用:1
  • 共同引用共同引用:0
  • 點閱點閱:77
本研究的目的是為了了解有效體育教學與有效運動訓練指導行為的特徵、比較不同指導情境下教師與教練指導行為的差異,並探討教師與教練對指導行為的認知過程,以及教師/教練、學生/選手對指導行為之知覺。研究參與對象為四位績優教師與四位績優教練,及其指導的學生/選手,「ASUOI觀察系統、訪談綱要與問卷」被用來蒐集資料,採用以量為主、質為輔的研究方式,來分析教師/教練的指導行為。經由結果分析與討論得到下列結論:一、有效教學指導行為中,「當場指導、管理與指示」是教師最常使用的行為;「指導」行為為教師上課的主軸,配合「正確動作的示範」作講解,以「指示」指派活動,使用「讚美多於責備」的方式回饋學生,重視班級經營,使用高比例「管理」行為,每分鐘出現的行為數為4.70次。而「當場指導、指示與讚美」則為有效訓練最常使用的指導行為,以「指示」指派動作,重視當場指導的立即性功能,採用讚美多於責備的方式回饋學生,較少花費時間在訓練以外的活動管理,配合「催促」行為,塑造6.08次/分鐘高行為使用率的指導型態,營造緊湊、高亢的訓練氛圍。不同學齡教師與教練都各有自己所屬的指導型態,類似的指導模式中仍存在個別差異。二、在有效教學與有效訓練指導行為的比較中發現,有效教學使用較多的「指導類行為、示範動作、管理與使用名字」等行為;有效訓練則使用較多的「當場指導、指示、催促、回饋類行為(讚美與責備)」,以及較高的行為使用率。歸納上述差異顯現,有效教學情境重視廣泛的指導類活動與管理,有效訓練情境則重視即時性的指導、指示,以及給予選手回饋。三、分析有效教學與有效訓練指導行為的認知過程發現,教師認為應該以認真投入的態度建立專業素養、樹立專業形象,教學要重指導、多用讚美,做正確的動作示範,而班級經營是基本的;基於普及性與推廣的原則,教學應形成學生的自信,以成功的機會為優先。而教練則認為要有熱情,能不斷地專業成長,研發創新的訓練方法;注重口語指導、對選手的指示、給予催促、責備選手的不良心態並讚美他的堅持。四、探討有效教學與有效訓練指導行為的知覺發現,「口語指導」是有效教學與有效訓練指導行為中,知覺一致性最高的行為,有效訓練的「主要行為」較能被正確知覺;教師/教練僅能部分正確評估自身的指導行為,顯示教師/教練自評的重要性。
The purposes of this study were to understand the characteristics of effectively instructional behaviors of physical education (P.E.) and sport training, to compare the instructional behaviors between P.E. teachers and coaches in different instructional situation, to explore the perceptional process for instructional behaviors of P.E. teachers and coaches, and to perceive the instructional behavior of P.E. teachers, coaches, students and athletes. The subjects were 4 P.E. teachers, 4 coaches, and their students and athletes. The research methods were systematic observation of ASUOI, interviews, and Questionnaires. The datas which analyzed the instructional behaviors of P.E. teachers and coaches were collected by quantitative method, and supported by qualitative method. The results were as the following: (a) For P.E. teachers, the concurrent instruction, management, and direction were the behaviors used the most in effective teaching. In addition, teaching behaviors of P.E. teachers were the core axis in teaching. P.E. teachers explained the positive modeling, giving the direction of activities, and used the way which was more praise than scold to the students. It focused on class management that used high priority behaviors of management which showed 4.7 times per minute. Furthermore, concurrent instruction, management, and direction were the behaviors used the most for coaches in effective training. The coaches gave the direction of movement to athletes, focused on directed instructional function, used more praise than scold to athletes, spent less time on activities outside the training, and supported by hustle which built high priority training situation. Moreover, different levels of P.E. teachers and coaches had their styles of instructional behaviors, and those styles were much diversified. (b)The instructional behaviors, modeling, management, and use of first name were used more in effective teaching. In addition, the concurrent instruction, direction, hustle, and feedback behaviors were used more in effective training. In summary, the effective teaching focused on instructional behaviors and management, while the effective training focused on concurrent instruction, direction, and feedback. (c)In perceptional process of effective teaching and training, P.E. teachers thought that they needed to build professional attitude, and focused on instruction, praise, positive modeling, and management. Those built the confidences of students, and the opportunities of success. Furthermore, coaches thought that they needed patient, professional growth, creative training methods, verb-instruction, and gave hustle and praise of athletes. (d)The verb-instructional behavior was perceived the most in effective teaching and training, and the main behaviors of effective teaching were perceived correctly. In addition, P.E. teachers and coaches evaluated some of their instructional behaviors correctly, and showed that the self-assessment of P.E. teachers and coaches was important.
參考文獻
中文部分
王敏男(1994)。體育教學研究-系統觀察法。國民體育季刊,23卷3期,75-84頁。
石昌益(1998)。系統觀察法之應用-教練訓練行為FAP之回饋分析描述。台灣省學校體育,8卷3期,20-27頁。
江宣縈(2003)。中等學校專家與生手體育教師教導方式差異之研究。出版之碩士論文,台中市,國立台灣體育學院體育研究所。
李文田(1997)。運動教練行為分析-以大學籃球教練為例。國立體育學院論叢,8卷1期,145-157頁。new window
李明潔(2002)。體育實習教師對「有效體育教學」知識結構變化之研究。出版之碩士論文,台北市,國立台灣師範大學體育研究所。
李俊杰(1995)。體育教學研究-系統觀察法之介紹。東師體育,5期,3-12頁。new window
吳海助(1996)。教練行為記錄模式-CBRF系統觀察法之介紹。台灣省學校體育,6卷5期,49-54頁。
吳海助(1997)。學校專任運動教練行為分析-以國小手球教練為例。國立體育學院論叢,7卷2期,177-200頁。new window
吳海助(1999)。國中排球教練行為分析。論文發表於1999年國際運動教練科學研討會,台北市,中國文化大學。new window
吳海助(2002a)。大甲國中手球教練訓練行為分析。弘光學報,39期,139-147頁。new window
吳海助(2002b)。績優國中手球隊教練行為對選手次級文化與學校適應影響之研究。台中市:漢明書局。
吳海助(2004)。雙十國中女子排球隊組訓歷程與概況。中華體育,18卷2期,9-19頁。new window
吳海助(2005)。績優中學手球隊教練訓練行為分析。台中市:漢明書局。
吳海助(2006)。教練訓練行為的研究取向與ASUOI系統觀察工具的介紹。弘光研究動態,29期,第1頁。
吳海助、林千源(2004a)。教練的有效訓練行為內容分析。中華體育,18卷3期,72-80頁。new window
吳海助、林千源(2004b)。教練訓練行為的利器-指導與回饋。弘光學報,43期,211-218頁。new window
吳海助、林千源、劉樹城(2006)。弘光科技大學桌球運動推展有成。弘光學報,49期,313-328頁。new window
吳海助、劉兆達、戴偉國(2007)。跆拳道指導者的教學與訓練行為分析之行動研究。國立體育學院論叢,18卷2期,57-72頁。new window
吳海助、林章榜、沈翠蓮(2006)。弘光科技大學運動代表隊組訓與經營之探討。雲科大體育,9期,109-118頁。
吳海助、沈翠蓮(2007)。一顆耀眼的明日之星─台中縣五福國小桌球隊組訓之介紹。台中教育大學體育學系系刊,2期,61-69頁。
吳清山(1998)。初等教育。台北市:五南書局。
吳淑靜(2003)。國小體育教師師生互動行為及教學決定因素之研究。出版之碩士論文,新竹市,國立新竹師範學院體育教學碩士班。
吳萬福(1989)。兒童身心特徵與有效的體操教學法。台北師院學報,2期,333-368頁。
吳德城(2001)。國小體育專家教師教學行為分析。未出版之碩士論文,台北市,國立台灣師範大學體育研究所。
吳聲豪(2007)。國小扯鈴教練訓練行為之研究。未出版之碩士論文,彰化縣,國立彰化師範大學運動科學研究所。
周禾程(2002a)。系統觀察法與電腦資訊在運動教育學上的應用。載於周宏室主編:運動教育學(245-286頁)。台北市:師大書苑。
周禾程(2002b)。觀察研究法。載於周宏室主編:運動教育學研究法(93-126頁)。台北市:師大書苑。
周禾程(2007)。觀察系統之研發。未出版之博士論文,桃園縣,國立體育學院體育研究所。
周禾程、周宏室(1999)。體育教師觀察系統電腦程式之介紹。大專體育,43期,186-193頁。new window
周宏室(2001)。Mosston(摩斯登)體育教學光譜的理論與應用。台北市:師大書苑。
周宏室(2003)。體育課的省思。台灣省學校體育,13卷3期,31-34頁。
邱金松(1976)。體育社會學理論與方法。台北市:正中書局。
林逸松(2002)。體育專家教師回饋之研究。未出版之碩士論文,台北市,國立台灣師範大學體育研究所。
林漢斌(2003)。國小籃球教練訓練行為之研究。未出版之碩士論文,屏東縣,國立屏東師範學院體育教學碩士班。
林震岩(2006)。多變量分析-SPSS的操作與應用。台北市:智勝文化事業。
林靜萍(2002)。體育師資生學科教學知識之研究。未出版之博士論文,台北市,國立台灣師範大學體育研究所。new window
范文曦(2002)。台北巿國民小學運動代表隊教練之參與動機與領導行為研究。未出版之碩士論文,台北市,臺北市立師範學院國民教育研究所。
胡耿毓(2000)。我國各級學校排球代表隊學生流失影響因素之研究。未出版之碩士論文,桃園縣,國立體育學院體育研究所。
徐元民(2003)。體育學導論。臺北市:品度書局。
翁志成(1999)。學校體育。台北:師大書苑。
夏淑琴(1999)。體育專家教師與生手教師之比較性研究—以教師回饋為例。未出版之碩士論文,台北市,國立台灣師範大學體育研究所。
陳玉如(2005)。體育教師應否兼任運動教練職務。中華體育,19卷1期,3頁。new window
陳玉枝(2000)。系統觀察法。載於國立台灣師範大學體育研究與發展中心主編:學校體育教學研究方法手冊(34-46頁)。台北市:教育部。
陳長明(2003)。健康與體育學習領域教師體育教學行為之研究。未出版之碩士論文,桃園縣,國立體育學院體育研究所。
陳宗霖(2007)。榮耀與挑戰:敘說華信國小排球教練故事。未出版之碩士論文,台北市,國立臺北教育大學體育學系碩士班。
陳建森(1997)。ASUOI運動教練訓練行為系統觀察法之應用。台灣省學校體育,7卷2期,24-31頁。
陳貞儀(2005)。體育教師應否兼任運動教練職務。中華體育,19卷1期,1頁。new window
陳勝美(1994)。體育課之教師行為分析-台北市國民小學舞蹈教學研究。未出版之碩士論文,台北市,國立台灣師範大學體育研究所。
陳鎰明(1992)。體育教學的潛在課程。中華體育,6卷3期,34-38頁。new window
許光麃(2006)。牙買林 (Hjalmar Frederick Ling, 1820-1886) 體育思想之探討。中師體育,7期,58-61頁。
許義雄(1992)。體育課的有效教學亟待開發。台灣省學校體育,2卷2期,4-5頁。
許義雄(1995)。體育教學與運動訓練宜嚴加區隔。台灣省學校體育,5卷2期,4-5頁。
張春秀(2002)。運動教育學的研究方法。載於周宏室主編:運動教育學(65-103頁)。台北市:師大書苑。
張春興(1988)。知之歷程與教之歷程:認知心理學的發展及其在教育上的應用。教育心理學報,21期,17-38頁。new window
莊美鈴(1992):有效教學的自我評量。台灣省學校體育,2卷6期,15-21頁。
黃月嬋(1992)。有效體育教學的教師行為分析。未出版之碩士論文,台北市,國立台灣師範大學體育研究所。new window
黃秋芳(2003)。體育專家教師與生手教師回饋行為與教學思考之比較研究。未出版之碩士論文,台北市,國立台灣師範大學體育研究所。
黃泰源(2005)。國小體育專家教師與生手教師教學行為及教學反省之比較研究。未出版之碩士論文,桃園縣,國立體育學院體育研究所。
黃瑞佐(2005)。體育教師應否兼任運動教練職務?中華體育,19卷1期,2頁。new window
過家興(1994)。運動訓練過程的一般模式。載於李誠志主編:教練訓練指南(197-202頁)。台北市:文史哲書坊。
葉憲清(1997)。建立學校運動教練制度之芻議。國民體育季刊,26卷4期,36-44頁。
廖主民(1996)。教練行為描述。台灣師大體育研究,2期,69-83頁。
趙麗雲(2006)。體育運動教學研究概說。中華體育,20卷4期,32-43頁。new window
趙麗雲(2007)。健身運動教練行為分析。台北市:財團法人國家政策研究基金會。
劉仙湧(1995)。國小體育科輔導員之教學行為分析。未出版之碩士論文,桃園縣,國立體育學院體育研究所。
劉秋琴(2000)。我國學校運動教練專業能力分析與課程發展之研究。未出版之碩士論文,台北市,中國文化大學運動教練研究所。
劉政輝(2004)。國小健康與體育教師回饋之研究。未出版之碩士論文,台東縣,國立臺東大學教育研究所。new window
蔡易峻(1998)。專家與生手體育教師教學行為之比較。未出版之碩士論文,桃園縣,國立體育學院體育研究所。
鄭漢吾(1999)。教練訓練行為觀察工具ASUOI之介紹。論文發表於87學年度學校體育改革策略研討會,台北市,國立台灣師範大學。
鄭漢吾(2000)。大專院校羽球教練訓練行為之研究。未出版之碩士論文,台北市,國立台灣師範大學體育研究所。new window
鄭漢吾(2003)。優秀國中羽球教練訓練行為與訓練行為知覺之個案研究。體育學報,35輯,233-244頁。new window
鄭漢吾、闕月清(2000a)。優秀學校手球教練之訓練行為研究。論文發表於中華民國大專院校89年度體育學術研討會,台北市,中華民國大專院校體育總會。new window
鄭漢吾、闕月清(2000b)。教練訓練行為之相關文獻回顧。體育學報,29輯,47-57頁。new window
鄭麗玉(1993)。認知心理學-理論與應用。台北市:五南圖書。
歐正明(2006)。高中羽球教練訓練行為個案研究。未出版之碩士論文,台北市,國立台灣師範大學體育學系在職進修碩士班。
歐宗明(2005)。ASUOI訓練行為觀察工具介紹與評析。大專體育,76期,160-165頁。new window
歐宗明(2006)。臺灣小學教師/教練角色之形塑-歷史社會學的分析。未出版之博士論文,台北市,國立台灣師範大學體育研究所。new window
盧俊宏(1994)。運動心理學。台北市:師大書苑。
薛文煌(2006)。國小不同性別羽球教練訓練行為之研究。未出版之碩士論文,新竹市,國立新竹教育大學人資處體育教學碩士班。
闕月清(2002)。運動教育學的過去、現在與未來。載於周宏室主編:運動教育學(287-305頁)。台北市:師大書苑。
蕭秋祺(1996)。有效體育教學因素之分析。未出版之碩士論文,台北市,國立台灣師範大學體育研究所。
蕭秋祺(1998)。系統觀察法之記錄法簡介(一)-事件記錄法及期程記錄法。台灣省學校體育,8卷2期,17-23頁。
羅光龍、劉小曼、黃明雪、賴清水(2005)。拔河運動教練訓練行為之研究。載於張思敏主編:2005台灣運動教育學會學術論文集(169-180頁)。桃園縣:國立體育學院。

外文部分
高沺好秀(2008)。一決勝負-金牌教練的55則帶隊心理學(高詹燦)。台北縣:三悅文化(原著於2006年出版)。
Abraham, A., & Collins, D. (1998). Examining and extending research in coach development. Quest, 50, 59-79.
Allison, M. G., & Ayllon, T. (1980). Behavioral coaching in the development of skills in football, gymnastics and tennis. Journal of Applied Behavior Analysis, 13, 297-314.
American Educational Research Association (2001). Handbook of research on teaching (4thed.). Washington, DC: American Education Research Association.
Anderson, W. G., & Barrette, G. T. (1978). Teacher behavior. In W. G. Anderson, & G. T. Barrette (Eds.), What’s going on in gym: Descriptive studies of physical education classes (pp. 25-38). Monograph 1, Newtown, CT: Motor Skills: Theory into Practice.
Bain, L. L. (1978). Differences in value implicit in teaching and coaching behavior. Research Quarterly, 49(1), 5-11.
Bloom, G. A., Durand-Bush, N., & Salmela, J. H. (1997). Pre- and post-competition routines of expert coaches of team sports. The Sport Psychologist, 11, 127-141.
Borrie, A. (1996). Coaching science. In T. Reilly (Ed.), Science and soccer (pp.243-258). E & F. N Spon.
Boyce, B. (1992). The effects of three styles of teaching on university students’ motor performance. Journal of Teaching in Physical Education, 11, 389-401.
Carreim Da Costa, F., & Pieron, M. (1992). Teaching effectiveness: Comparison of more and less effective teachers in an experimental teaching unit. In T. Williams, L. Almond, & A. Sparkes (Eds.), Sport and physical activity: Moving towards excellence (pp.169-176). London: Spon.
Chelladurai, P. (1980). Leadership in sports organizations. Canadian Journal of Applied Sports Sciences, 5, 226-231.
Chelladurai, P. & Kuga, D. J. (1966). Teaching and coaching: Group and task differences. Quest, 48, 470-485.
Claxton, D. B. (1988). A systematic observation of more and less successful high school tennis coaches. Journal of Teaching in Physical Education, 7, 302-310.
Cooper, J. O. (1974). Measurement and analysis of behavior techniques. Columbus, OH: Merrill.
Cross, B. J. (1995). Coaching effectiveness in hockey: A Scottish perspective. Scottish Journal of Physical Education, 23(1), 27-39.
Cushion, C. J., & Jones, R. L. (2001). A systematic observation of professional top-level youth soccer coaches. Journal of Sport Behavior, 24(4), 354-376.
Darst, P. W., Langsdorf, E., Richardson, D. E., & Krahenbuhl, G. S. (1981). Analyzing coaching behavior and practice time. Motor Skills: Theory and Practice, 5(1), 13-22.
Darst, P. W., Zakrajesk, D. B., & Mancini, V. H. (1989). Analyzing Physical Education and Sport Instruction. Champaign, IL: Human Kinetics.
Davis, P. (1980). The badminton coach. London: Kaye & Ward Limited.
Deci, E. L. & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum.
DeMarco, G., Mancini, V. H., Wuest, D. A., & Schempp, P. (1996). Becoming reacquainted with a once familiar tool: Systematic observation methodology revisited. International Journal of Physical Education, 32(1), 17-26.
Department of Education/Welsh Office (1995). Physical education in the national curriculum. London: HMSO.
Dodds, P. (1994). Cognitive and behavioral components of expertise in teaching physical education. Quest, 46, 153-163.
Douge, B., & Hastie, P. (1993). Coach effectiveness. Sport and Science Review, 2, 2.
Drewe, S. B. (2000). An examination of the relationship between coaching and teaching. Quest, 52(1).
Dubois, P. E. (1982). The behavior of youth football coaches. In A. Miracle & C. Rees (Eds.), Studies in the sociology of sport (pp. 349-360). Fort Worth: Texas Christian University Press.
Dunkin, M. J., & Biddle, B. J. (1974). The study of teaching. New York: Holt Rinehart & Winston.
Faucette, N., & Patterson, P. (1990). Comparing teaching behaviors and student activity levels in class taught by physical education specialists versus nonspecialists. Journal of Teaching in Physical Education, 9, 106-114.
Fisher, A. C., Mancini, V. H., Hirsch, R. L., Prolux, T. J., & Staumwsky, E. J. (1982). Coach-athlete interactions and team climate. Journal of Sport Psychology, 4, 388-404.
Fouss, D. E., & Tmppman, R. J. (1981). Effective coaching: A psychological approach. New York: John Wiley & Sons.
Gilbert, W., & Trudel, P. (1999). Framing the construction of coaching knowledge in experiential learning theory. Sociology of Sport On-line, 2(1) (available at: http://physed.otago.ac.nz/sosol/v2il/v2il.htm).
Gilbert, W., & Trudel, P. (2004). Analysis of coaching science research published from 1970-2001. Research Quarterly for Exercise and Sport, 75(4), 388-399.
Graber, K. C. (2001). Research on teaching in physical education. In V. Richardson (Ed.), Handbook of research on teaching (pp. 491-519). Washington, DC: American Educational Research Association.
Griffey, D. C. & Housner, L. D. (1991). Differences between experienced and inexperienced teachers’ planning decisions, interactions, student engagement, and instructional climate. Research Quarterly for Exercise and Sport, 62(2), 196-204.
Hardin, B. (1999). Expertise in teaching and coaching: A qualitative study of physical educators and athletic coaches. Sociology of Sport Online (Dunedin), 2(1).
Horn, T. S. (1992). Leadership effectiveness in the sport domain. In T. S. Horn (Ed.), Advances in sport psychology (pp.181-200). Champaign, IL: Human Kinetics.
Horn, T. S., & Glenn, S. (1988). The relationship between athletes` psychological characteristics and their preference for particular coaching behaviors. Paper presented at the meeting of the North American Society for the Psychology of Sport and Physical Activity, Knoxville, TN.
Housner, L. D., & Griffey, D. C. (1985). Teacher cognition: Differences in planning and interactive decision making between experienced and inexperienced teachers. Research Quarterly for Exercise and Sport, 56(1), 45-53.
Jefferies, S. C. (2005). What can physical educators learn from coaches? Teaching Elementary Physical Education, 16(6), 41.
Jones, R. L. (1997). Effective instructional coaching behaviors: A review of literature. International Journal of Physical Education, 34(1), 27-32.
Jones, R., Potrac, P., & Ramalli, K. (1999). Where Sport Meets Physical Education: A Systematic Observation of Role Conflict. International Journal of Physical Education, 36(1), 7-14.
Lacy, A. C., & Darst, P. W. (1985). Systematic observation of behaviors of winning high school head football coaches. Journal of Teaching in Physical Education, 4, 256-270.
Lacy, A. C., & Darst, P. W. (1989). The Arizona State University Observation Instrument (ASUOI). In P. D. Darst, D. B. Zakrajsek, & V. H. Mancini (Eds.), Analyzing Physical education and sport instruction: Second education (pp.369-378). Champaign, IL: Human Kinetics.
Lacy, A. C., & Goldston, P. D. (1990). Behavior analysis of male and female coaches in high school girls basketball. Journal of Sport Behavior, 13(1), 29-39.
Langsdorf, E. V. (1979). A systematic observation of football coaching behavior in a major university environment. Unpublished doctoral dissertation, The Arizona State University, Arizona.
Lanley, D. (1997). Exploring student skill learning: A case for investigating subjective experience. Quest, 49, 142-160.
Laughlin, N., & Laughlin, S. (1994). The relationship between the similarity in perceptions of teacher coach leader behavior and evaluations of their effectiveness. International Journal of Sport Psychology, 22, 396-410.
Liukkonen, J., Laakso, L., & Telama, R. (1996). Educational perspectives of youth sport coaches: Analysis of observed coaching behaviors. International Journal of Sport Psychology, 27, 439-453.
Locke, L. (1979). Teaching and learning processes in physical activity: The central problem of sport pedagogy. Paper presented at the ICHPER Congress, Kiel, Germany.
Locke, L. F., & Massangale, J. D. (1978). Role conflict in teacher-coaches. Research Quarterly for Exercise and Sport, 49, 162-174.
Lyle, J. W. B. (1992). Systematic coaching behavior: An investigation into the coaching process and the implications of the findings for coach education. In T. Williams, L. Almond, & A. Sparkes (Eds.), Sport and physical activity: Moving towards excellence (pp. 463-469). London: Spon.
Lyle, J. (1999). Coaching Philosophy and coaching behavior. In N. Cross & J. Lyle (Eds.), The coaching process: Principles and practice for sport (pp.25-46). Oxford: Butterworth Heinemann.
Mancini, W. H., & Avery, D. E. (1980). Interaction patterns of effective and less effective coaches. Paper presented at the AAHPERD Convention, Detroit.
Mancini, V. H., Clark, E. K., & Wuest, D. A. (1987). Short- and long-term effects of supervisory feedback on the interaction patterns of an intercollegiate field hockey coach. Journal of Teaching in Physical Education, 6, 404-410.
Mancini, V. H., Wuest, D. A., & van der Mars, H. (1985). Use of instruction and supervision in systematic observation in undergraduate professional preparation. Journal of Teaching in Physical Education, 5(1), 22-33.
Markland, R., & Martinek, T. (1988). Descriptive analysis of coach augmented feedback given to high school varsity female volleyball players. Journal of Teaching in Physical Education, 7, 289-301.
Martin, G., & Hrycaiko, D. (1983). Effective behavioral coaching: What's it all about? Journal of Sport Psychology, 5, 8-20.
Massey, C. D., Maneval, M. W., Phillips, J., Vincent, J., White, G., & Zoeller, B. (2002). An Analysis of Teaching and Coaching Behaviors of Elite Strength and Conditioning Coaches. The Journal of Strength and Conditioning Research, 16(3), 456–460.
Mayer, R. E. (1981). The promise of cognitive psychology. San Francisco: W. H. Freeman and Company.
McKenzie, T. L., & Carlson, B. R. (1989). System observation and computer technology. In P. W. Darst, D. B. Zakrajsek, & V. H. Mancini (Eds.), Analyzing physical pducation and sport instruction: Second education (pp.81-90). Champaign, IL: Human Kinetics.
Metzler, M. W. (1986). Using systematic analysis to promote teaching skills in physical education. Journal of Teacher Education, 37(4), 29-33.
Miller, A. D. (1992). Systematic observation behavior similarities of various youth sport soccer coaches. The Physical Educator, 49(3), 136-143.
Miller, T. J. (1993). Nonverbal behavior of national figure skating coaches: effects upon female athletes differing in age and athletic maturity levels. Eugene, Ore., Microform Publications, international institute for sport and human performance, University of Oregon.
Model, R. L. (1983). Coaching behavior of non-winning high school football coaches in Arizona. Dissertation Abstracts International, 44, 703A.
Newman, D. (1992). Teacher effectiveness and coaching behavior. JOPRED, April, 5-7.
Nixon, J. E. & Locke, L. (1973). Research on teaching in physical education. In M. W. Travers (Ed.), Second handbook of research on teaching (pp.1210-1242). Chicago: Rand McNally.
Parker, J. (1995). Secondary teachers’ views of effective teaching in physical education. Journal of Teaching in Physical Education, 14, 127-139.
Pascarella, E., & Pflaum, S. (1981). The interaction of children` attribution and level of control over error correction in reading instruction. Journal of Educational Psychology, 73, 533-540.
Patton, M. Q. (1990). Qualitative Evaluation and Research Methods. Newbury Park, CA: Sage.
Patton, M. Q. (1995). 質的評鑑研究(吳芝儀、李奉儒)。台北市:桂冠圖書公司(原著於1980年出版)。
Petruzello, S. & Corbin, C. (1988). The effects of performance feedback on female self-confidence. Journal of Sport and Exercise Psychology, 10, 174-183.
Phillips, T. M. (1991). An Analysis of teaching behaviors through systematic observation. Unpublished doctoral dissertation. University of Southern Mississippi, Hattiesburg, Mississippi.
Placek, J. H., & Dodds, P. (1988). A critical incident study of preservice teachers’ beliefs about teaching success and nonsuccess. Research Quarterly for Exercise and Sport, 59(4), 351-358.
Potrac, P., Brewer, C., Jones, R., Armour, K., & Hoff, J. (2000). Toward an holistic understanding of the coaching process. Quest, 52, 186-199.
Potrac, P., Jones, R. L., & Armour, K. (1997). A comparison of early and mid season coaching behaviors of top level English soccer coaches. Paper presented at the AIESEP 1997 World Conference, Singapore.
Potrac, P., Jones, R. L., & Armour, K. (2002). It’s all about getting respect: The coaching behaviors of an expect English soccer coach. Sport, Education and Society, 7(2), 183-202.
Reitman-Olson, J. R., & Biolsi, K. (1991). Techniques for representing expert knowledge. In K. A. Ericsson & J. Smith (Eds.), Toward a general theory of expertise: Prospects and limits (pp. 240-285). New York: Cambridge University Press.
Rink, J. E. (1996). Effective instruction in physical education. In S. T. Silverman & C. D. Ennis (Eds.), Student learning in physical education. New York: Longman.
Rink, J. E. (2001). 體育教學策略(許義雄、黃月嬋)。台北市:美商麥格羅‧希爾台灣分公司(原著於1998年出版)。
Rupert, T., & Buschner, C. (1989). Teaching and coaching: A comparison of instructional behavior. Journal of Teaching in Physical Education, 9, 49-57.
Rupnow, A., & Stotlar, D. (1983). Coaching behavior of girls youth softball coaches. Paper presented at the North American Society for the Sociology of Sport conference, St. Louis, MO.
Sarlin, E. L., Telama, R., Bovellan, A. K., & Romppainen, A. M. (1990). Effects of daily physical education on motor fitness, ball handing, gymnastic skills and perceived physical competence among elementary school children. In R. Telama et al. (Eds.), Physical education and life-long physical activity (pp.501-507). Reports of Physical Culture and Health 73, Jyvasdkyla.
Schmidt, R. A. (1988). Motor control and learning: A behavior emphasis (2nd Ed). Champaign, IL: Human Kinetic.
Segrave, J. O., & Ciancio, C. A. (1990). An observational study of a successful pop warner football coach. Journal of Teaching in Physical Education, 9, 294-306.
Sharpe, T., & Hawkins, A. (1992). Study expert and novice elementary specialists: A comparative analysis. Journal of Teaching in Physical Education, 12, 55-75.
Siedentop, D. (1981). The Ohio State University supervision research program summary report. Journal of Teaching in Physical Education (Introductory Issue), 30-38.
Siedentop, D. (1983). Developing teaching skills in physical education (2nd ed.). Palo Alto, CA: Mayfield.
Siedentop, D. (1991). Developing teaching skills in physical education (3rd ed). Palo Alto, CA: Mayfield.
Siedentop, D., & Tannehill, D. (2000). Developing teaching skills in physical education (4th eds.). Mountain View, CA: Mayfield.
Silverman, S., (1991). Research on teaching in physical education: Review and commentary. Research Quarterly for Exercise and Sport, 62(4), 352-364.
Silverman, S. (1994). Communication and motor skill learning: What we learn from research in the Gymnasium. Quest, 46, 345-355.
Sinclair, D. A., & Vealey, R. S. (1989). Effects of coaches` expectations and feedback on the self-perceptions of athletes. Journal of Sport Behavior, 12, 77-91.
Slack, T. (1997). Understanding sport organisations: The application of organisation theory. Champaign, IL: Human Kinetic.
Smith, M. & Cushion, C. J. (2006). An investigation of the in-game behaviors of professional, top-level youth soccer coaches. Journal of Sports Sciences, 24(4), 355-366.
Smith, R. E., Noland, W. S. Z., Smoll, F. L., & Coppel, D. B. (1983). Behavioral assessment in youth sports: Coaching behaviors and children`s attitudes. Medicine and Science in Sports and Exercise, 15(3), 208-214.
Smith, R. E., Smoll, F. L., & Curtis, B. (1978). Coaching behaviors in little league baseball. In Frank L. Smoll & R. E. Smith(Eds.), Psychological perspectives on youth sports (pp.173-201). Washington, DC: Hemisphere.
Smoll, R., & Smith, F. (1989). Leadership behaviors in sport: A theoretical model and research paradigm. Journal of Applied Social Psychology, 19, 1522-1551.
Solomon, G. B., Golden, A. J., Ciapponi, T. M., & Martin, A. D. (1998). Coach Expectations and differential feedback: Perceptual flexibility revisited. Journal of Sport Behavior, 21(3), 298-310.
Solomon, M. A., & Lee, A. M. (1991). Acontrast of planning behaviors between expert and novice adapted physical education teachers. Adapted Physical Activity Quarterly, 8, 115-127.
Solomon, G. B., & Kosmitzki, C. (1996). Perceptual flexibility and differential feedback among intercollegiate basketball coaches. Journal of Sport Behavior, 14(1), 31-40.
Spencer, A. F. (1992). Teaching and coaching behaviors of dual role college physical educator/coaches: A case study. Unpublished doctoral dissertation. The Florida State University, Florida.
Strean, W. B., Senecal, K. L., Howett, S. G., & Gurgess, J. M. (1997). Xs and Os and what the coach knows: Improving team strategy through critical thinking. The Sport Psychologist, 11, 243-256.
Terry, P. C., & Howe, B. L. (1984). Coaching preference of athletes. Canadian Journal of Applied Sport Science, 9, 188-193.
Tharp, R. G., & Gallimore, R. (1976). What a coach can teach a teacher. Psychology Today, 9(8), 75-78.
Thomas, J. R., & Nelson, J. K. (1996). Research methods in physical activity (3rd Eds.). Champaign IL: Human Kinetic.
Trudel, P. & Cote, J. (1996). Systematic observation of youth ice hockey coaches during games. Journal of Sport Behavior, 19(1), 50-65.
van der Mars, H. (1989). Systematic observation: An introduction. In P. D. Darst, D. B. Zakrajsek, & V. H. Mancini (Eds.), Analyzing physical education and sport instruction (2nd Ed., pp.3-19). Champaign IL: Human Kinetic.
van der Mars, H., Darst, P. W., & Cusimanio, B. E. (1993). Improving your instruction through self-evaluation. Strategies, 7(2), 13-22.
Vangucci, M., Potrac, P., & Jones, R. L. (1997). A systematic observation of elite women’s soccer coaches. Journal of Interdisciplinary Research in Physical Education, 1(2), 1-17.
Wandzilak, T., Ansorge, C. J., & Potter, G. (1988). Comparison between selected practice and game behaviors of youth sport coaches. Journal of Sport Behavior, 11(2), 78-88.
Weiss, M. R., & Friedrichs, W. D. (1986). The influence of leader behavior, coach attributes, and instructional variables on performance and satisfaction of collegiate basketball teams. Journal of Sport Psychology, 8(4), 332-346.
Westerman, D. A. (1991). Expert and novice teacher decision making. Journal of Teacher Education, 42(4), 292-305.


 
 
 
 
第一頁 上一頁 下一頁 最後一頁 top
:::
無相關著作
 
QR Code
QRCODE