共查询到19条相似文献，搜索用时 390 毫秒
1.
不同特征的我国甲级男排运动员期望教练员领导行为模式上的认知差异性 总被引：5，自引：0，他引：5
教练员的领导行为是教练员与运动员之间的心理关系，人与人、人与训练和比赛以及人与目标实现关系中的表现形式。教练员行使权利和发挥领导作用的方式不同，会产生不同的训练效率和不同的群体心理氛围。采用LSS量表对我国优秀男子排球运动员与教练员进行问卷测试．以了解和分析不同类型排球运动员所喜爱的领导行为模式．并探讨其在期望教练员领导行为模式上的认知差异性。 相似文献
2.
以多维领导模式理论为依据,采用心理测量、问卷调查和数理统计等方法,对辽宁省部分优势竞技项目教练员领导行为特征和运动员的满意程度进行研究。结果发现,辽宁省部分优势项目教练员基本上采用的是民主—专制混合型的执教方式,但不同项群教练员的领导行为还存在不同程度的差异。部分优势项目运动员对教练员领导行为的满意度不尽一致。 相似文献
3.
Luiz Henrique Porto Vilani Dietmar Martin Samulski 《体育科研》2005,26(3):31-36,54
本研究包含以下几方面内容1.情境领导Ⅱ型模式在巴西乒乓球队训练管理工作中及教练员对运动员的领导关系中的应用情况调查.2.根据运动员的表现,运动员的满意程度,以及教练与运动员之间的相互关系来分析教练员的后续领导行为是否受前阶段管理工作的影响.3.分析运动员的调查结果与相应教练员调查结果的一致性,及其领导管理行为是否为运动队管理多元模式中的一种.研究对象与方法调查对象为61名巴西12～18岁乒乓球运动员和10名乒乓球教练,这些队员和教练均为国家级水平,研究中以运动员满意度问卷形式和运动领导管理标准进行评估.研究结果教练员先前的领导行为影响运动员对教练员的看法,以及运动员的满意程度、教练与运动员相互之间的关系等.那些运动成绩较好的、经验相对丰富的、教练监督指导得比较多的运动员,他们的问卷答案与教练员的问卷结果有很高的一致性.对教练员的训练教导工作和民主行为方面,男子运动员的答案要比女子运动员表现出较高的一致性.女运动员对教练员的个别对待方式与民主行为表现出较好的满意度.运动员的问卷结果与相应教练员的调查结果的一致性在很大程度上依赖于训练过程中产生的良好效果与运动员的满意度,这反映了多元领导模式的规则.另外,虽然我们的研究并没有很好地验证情境领导Ⅱ模式在运动队训练管理中的应用情况,但是,调查分析结果表明了合适的多元领导模式在运动队训练工作中进行有效领导的重要性.这些结果也说明在多元领导模式的基础上,采用足够合理的方法是检验情境领导Ⅱ模式在运动训练管理中应用情况的关键. 相似文献
4.
初少玲 《沈阳体育学院学报》2013,32(2)
以山东省部分高校150名高水平团队运动员为调查对象,以教练员魅力领导行为与团队凝聚力问卷为调查工具,研究了高校运动队教练员魅力领导行为的现状及其与运动员团队凝聚力的相关性.结果表明,教练员魅力领导行为得分中等,教练员比较注重团队建设及训练效果的提高;运动员对团队凝聚力感知良好;教练员魅力领导行为与运动员训练团队凝聚力在整体及各维度之间均呈正相关,良好的魅力领导行为有助于促进团队凝聚力的发展.建议教练员学习、完善和灵活运用魅力领导行为,不断提升团队凝聚力. 相似文献
5.
戴金彪 《体育科技文献通报》2006,14(3):75-75
以领导理论和教练员多维系统理论为依据,采用问卷调查、现场观察和访问等多种方法,探讨我国优势竞技项目教练员领导行为特征与执教效果等问题。研究结果如下:1.我国部分优势项目运动员特征因素对教练员领导行为的影响:运动等级高、运动成绩好、训练年限长及文化程度相对较高的运动员对教练员训练指导行为和民主行为的实际认知程度较高,社会支持行为和积极反馈行为是所有运动员所期望的执教方式,说明运动员特征因素对教练员执教的风格有较大的影响。2.运动员性别对教练员领导行为的影响:男、女运动员认知教练员领导行为的训练指导行为、民主… 相似文献
6.
毛永 《体育科技文献通报》2005,13(9)
本文运用文献资料、逻辑推理等研究方法,对行为科学介入体育教练员行为研究的目的意义、研究现状、研究思路进行了较详尽的阐述。1.国内外体育“教练员行为”研究的现状用行为科学的理论观点和方法来研究体育运动中的问题,是当前中外体育理论学术界的“热点”之一。有关“教练员各种行为”的研究文献近年来不断涌现,大体分为以下几类:(1)对“教练员领导行为”的研究;(2)对“教练员管理行为”的研究;(3)对“教练员其它行为”的研究;(4)与教练员行为相关的心理学方面的研究:从心理学角度对教练员各种行为进行研究也是中外学者的一个重要出发点… 相似文献
7.
运用体育管理心理学和社会心理学的相关理论，对竞技体育领域中教练员领导行为理论观点及应用研究成果等问题进行了评析。结果表明，国内外学者对教练员领导行为的研究多集中在教练员的关系行为上；对教练员领导行为测评方法、教练员领导行为特征对运动员行为的影响、教练员执教行为与关系行为的和谐发展缺乏系统的研究成果。 相似文献
8.
研究目的：探讨球类集体项目教练员家长式领导行为三维度与运动员对教练员信任三维度的关系。研究样本：WCBA球队、进入全国分赛区的CUBA球队、CUBS联赛球队的222名运动员。研究方法：主要包括量表测试法,数理统计法的验证性因子分析、多元线性回归分析等。研究结论：球类集体项目教练员家长式领导行为的仁慈领导、德行领导对教练员能力信任均有显著的正向预测作用;教练员家长式领导行为的威权领导对教练员的能力信任具有显著的反向预测作用。仁慈领导对教练员仁爱心信任具有显著的正向预测作用。仁慈领导和德行领导对教练员公正一致性信任均具有显著的正向预测作用。 相似文献
9.
研究目的:研究把运动员的害怕失败作为中介变量,探索感知的教练员领导行为对运动员心理疲劳影响的解释机制,并着重观察运动员所感知的教练员民主领导行为和专制领导行为的不同作用影响。研究方法:在全国范围内采用随机抽样法,让处于不同项目和不同等级的347名(男性为173人;女性为174)专业运动员完成“运动领导行为量表”、“失败表现评估量表”以及“运动员心理疲劳问卷”,所获数据采用回归和Bootstrap分析,分别对构建的民主领导行为解释假设模型和专制领导行为解释假设模型进行拟合。研究结果:①感知教练员民主领导行为会显著减少运动员的心理疲劳感,而知教练员专制领导行为则会显著增加运动员的心理疲劳;②感知教练员民主领导行为与运动员害怕失败不存在显著相关性,而感知教练员专制领导行为则会显著增加运动员的害怕失败;③由于感知教练员民主领导行为与运动员的害怕失败不具有显著相关性,因此害怕失败在民主领导行为假设模型中的中介解释作用假设不成立;④由于感知教练员专制型领导行为会显著增加运动员害怕失败,所以害怕失败在专制领导行为假设模型中的中介解释作用假设成立。研究结论:通过对运动员所感知到的两种教练员领导行为进行观察,可以发现专制型领导行为对运动员的负面情绪影响是多方面的。它不仅会在训练和比赛的过程中直接引起运动员的心理疲劳,还会通过运动员害怕失败感的叠加效应来增加其心理疲劳。因此,研究建议在运动实践中应该提倡教练员有计划性的多采用民主型的领导行为帮助运动员有效的减少心理疲劳。 相似文献
10.
教练员领导行为是影响运动员心理素质、竞技水平的关键要素，厘清教练员领导行为与运动员运动表现的关系，对促进科学系统训练、提升运动员竞技水平具有重要意义。通过构建教练员领导行为与运动员运动表现的关系模型，采用分层抽样方法对北京先农坛体校和什刹海体校运动员进行调查，并运用回归分析对调查结果进行实证。结果显示：专制领导行为、民主领导行为、训练指导行为、社会支持行为、积极反馈行为对运动表现都具有显著的正向影响；心理准备在教练员领导行为和运动员运动表现之间存在显著的中介作用；运动焦虑在民主领导行为、社会支持行为、积极反馈行为对运动员运动表现之间存在显著的中介作用，而在专制领导行为和训练指导行为对运动员运动表现的中介效应不显著。研究表明，教练员的不同领导行为及方式对提高运动员运动表现具有不同效果。教练员应及时调整运动员心理准备，降低运动员心理焦虑，提升运动员心理素质，促进运动员自我价值提升，进而促使运动员获得更好的运动表现。 相似文献
11.
Lesika Keatlholetswe 《Research quarterly for exercise and sport》2019,90(1):71-79
The coaching competency research has demonstrated the role of coaching efficacy and coaching behaviors on various athlete outcomes. However, athlete perceptions of these relationships and how they affect performance are less understood. Purpose: This study examined if coaching efficacy is predictive of player perceptions of coaches’ leadership styles, team atmosphere, and team performance in a soccer season. Method: Fifteen male premier league soccer coaches (Mage = 45.27, SD = 6.07) and 226 players (Mage = 25.66, SD = 3.96) from Botswana participated in the study. All participants completed a background information questionnaire. Coaches completed the Coaching Efficacy Scale. Players rated their coaches’ leadership styles using the Revised Leadership Scale for Sports as well as team atmosphere. Team performance was based on position in the league log and player ratings of the teams’ performance. Results: Findings showed that coaches’ self-ratings on technique efficacy predicted player perceptions of the coaches’ use of all six leadership styles. Game strategy efficacy predicted higher team atmosphere and team performance. Motivation efficacy was not significantly associated with player perceptions of the coaches’ use of any of the leadership styles, while character building efficacy was negatively associated with the various leadership styles. Conclusion: Findings provide support to previous research evidence linking higher coaching efficacy, leadership styles, and team outcomes. The study expands the emergent research within the coaching competency literature that examines player perceptions of coaches’ behaviors and leadership styles. 相似文献
12.
《European Journal of Sport Science》2013,13(2):168-178
Abstract The aim of this study was to analyse handball coaches’ perceptions of self-efficacy and recognition of training needs related to coaching competences according to their coaching experience, coach certification level and academic education. Two hundred and seven Portuguese handball coaches answered questionnaires that included a scale of self-efficacy and another of recognition of training needs. Data analysis started with an exploratory factorial analysis with Maximum Likelihood Factoring and Oblimin rotation. From the factors obtained, a One-way ANOVA and Tukey's post hoc multiple comparisons were applied. Coaches’ self-efficacy revealed coaching competences related to: annual and multi-annual planning; planning and guiding training and competition; coaching methodology; implementation of sport development projects and coach education and meta-cognitive competences. Coaches’ recognition of training needs revealed four main areas: planning and guiding training and competition; multi-annual planning; management of sports careers and coaching education and leadership. Although an independent relationship between coaches’ perceptions of self-efficacy and training needs was confirmed, they perceived themselves as having competences and highlighted training needs in all areas. Coaches’ perceptions of self-efficacy were influenced by their coach certification level, academic education and coaching experience. The study suggests that sport specificity within the social culture in addition to the precise sporting domain of action influence the perceptions of coaches about their self-efficacy and training needs as related to coaching competences and, therefore, should be considered in the coach education curriculum. 相似文献
13.
我国部分优势竞技运动项目教练员领导行为特征与评价研究 总被引：2，自引：0，他引：2
以领导理论和教练员多维系统理论为依据．采用问卷调查、现场观察和访问等多种方法，探讨我国优势竞技项目教练员领导行为特征与执教效果等问题。结果表明，运动员特征因素对教练员执教的风格有较大的影响；男运动员认知的肯定程度优于女运动员；运动员期望教练员领导行为方式与实际认知之间存在较大差距；教练员领导行为与运动员获取优秀运动成绩有着密切关系；教练员感知能力高于实际领导行为的均值；教练员设置预期目标只有略高于优秀运动员的期望目标，才有可能更好地完成最终的预期目标。 相似文献
14.
Research into expertise is increasing across a number of domains pertinent to sport. Whilst this increase is particularly apparent in coaching, a key question is how to identify an expert coach? Accordingly, this paper draws upon existing studies into expert coaches to address this issue; in particular, the criteria used to select expert coaches for research purposes and the methods used in expert coach research. Based on these data, we contend that the elements of expertise are not fully reflected within currently accepted criteria which, in turn, results in expert coaching research not necessarily identifying the appropriate individuals to study. The paper concludes with recommendations for more rigorous criteria for selecting expert coaches and highlights the associated implications for the future training and development of expert coaches. 相似文献
15.
The vast majority of youth sport programs in the United States relies primarily on parent volunteers to serve as coaches. Unfortunately, most of these volunteer coaches have not received formal training to prepare them adequately for the role of youth sport coach. To exacerbate the issue, according to the popular media, parents and other adults can commit belligerent and even violent acts around, and often resulting from, poorly managed youth sport events. Although some efforts have been made to standardize curricula, provide training for coaches, and contain or prevent inappropriate parent behaviors, few efforts have been directed at investigating the self-described needs and concerns of the coaches from their perspectives. The purpose of the current study was to investigate the concerns and issues of youth sport coaches related to coaching and parental education. Five focus group interviews with 25 volunteer youth sport coaches were conducted to investigate these issues. Results were organized around four higher order themes that emerged from inductive content analyses: (a) coaching education content areas of need, (b) barriers and problems of offering coaching education, (c) coaching education format recommendations, and (d) efficacy of parental codes of conduct. Results were discussed in terms of the potential impact administrators, coaches, and parents could have in implementing formal coaching education programs and developing their coaching education practices. 相似文献
16.
Christine Nash Russell Martindale Dave Collins Amanda Martindale 《Journal of sports sciences》2013,31(10):985-994
Abstract Research into expertise is increasing across a number of domains pertinent to sport. Whilst this increase is particularly apparent in coaching, a key question is how to identify an expert coach? Accordingly, this paper draws upon existing studies into expert coaches to address this issue; in particular, the criteria used to select expert coaches for research purposes and the methods used in expert coach research. Based on these data, we contend that the elements of expertise are not fully reflected within currently accepted criteria which, in turn, results in expert coaching research not necessarily identifying the appropriate individuals to study. The paper concludes with recommendations for more rigorous criteria for selecting expert coaches and highlights the associated implications for the future training and development of expert coaches. 相似文献
17.
Reducing social exclusion through interventions designed to sustain school engagement is a key aim of the education and social policy of any government. This paper is a response to the call for there to be more focused empirical sports coaching research through examining the transformative potential of community-based sports coaches to support schools in arresting school disengagement. By embracing an understanding that challenges the definitional core of sports coaching as simply improving the sporting performance of an individual or team, and, drawing theoretically on the work of Carlisle et al. and Shields, the role of ‘coach as transformative leader’ is articulated. Analysis of data collected by means of semi-structured interviews with a group of community-based sports coaches (n = 8) revealed three factors salient to our understanding of re-engaging young people with formal education through sport. These were the impact of the community sport programme; the relationship between schools and community sports groups; and the implementation of transformative leadership qualities by sport coaching practitioners. Importantly, this paper explicates the pivotal function that coaching practice which embraces transformative leadership principles can have on reorienting young people from disadvantaged backgrounds towards more optimistic futures and educational objectives. 相似文献
18.
Robert L. Armstrong 《Research quarterly for exercise and sport》2013,84(1):81-82
Abstract This paper focuses on the processes by which people become high school coaches. Occupational choice, professional socialization, and organizational socialization are examined, using qualitative data drawn from naturally occurring observations of coaches and informal discussions and in-depth interviews with them. Over 50% of the coaches had decided that they wanted to become a coach before entrance into college. The decision to become a coach was subjectively warranted by personal characteristics and experiences in sports, a devotion to sport, and a desire to work with young people. Youth sport coaching and student teaching which involved coaching constituted the only formal professional socialization that most of the coaches received. However, because almost all of the coaches participated in organized youth and/or high school athletics, they had a first-hand opportunity to observe their own coaches and acquire some informal images and impressions about the coaching occupation from them. Regardless of whether a neophyte began as an assistant or a head coach, technical aspects of the job and the occupation's culture were acquired by observing and listening to more experienced coaches. Through these experiences, collective understandings began to form, and the shared meanings about the occupational culture took shape. Reality shock for most novice coaches came in the form of understanding the importance the coaching culture assigns to long hours and hard work and to the realization that coaching does take an enormous amount of time. By the end of the first season, a symbolic transformation takes place and internalization of institutional expectations occurs as the neophyte begins to understand what coaching is all about. 相似文献
19.
G H Sage 《Research quarterly for exercise and sport》1989,60(1):81-92
This paper focuses on the processes by which people become high school coaches. Occupational choice, professional socialization, and organizational socialization are examined, using qualitative data drawn from naturally occurring observations of coaches and informal discussions and in-depth interviews with them. Over 50% of the coaches had decided that they wanted to become a coach before entrance into college. The decision to become a coach was subjectively warranted by personal characteristics and experiences in sports, a devotion to sport, and a desire to work with young people. Youth sport coaching and student teaching which involved coaching constituted the only formal professional socialization that most of the coaches received. However, because almost all of the coaches participated in organized youth and/or high school athletics, they had a first-hand opportunity to observe their own coaches and acquire some informal images and impressions about the coaching occupation from them. Regardless of whether a neophyte began as an assistant or a head coach, technical aspects of the job and the occupation's culture were acquired by observing and listening to more experienced coaches. Through these experiences, collective understandings began to form, and the shared meanings about the occupational culture took shape. Reality shock for most novice coaches came in the form of understanding the importance the coaching culture assigns to long hours and hard work and to the realization that coaching does take an enormous amount of time. By the end of the first season, a symbolic transformation takes place and internalization of institutional expectations occurs as the neophyte begins to understand what coaching is all about. 相似文献