我国青年击剑运动员心理技能契合度之研究pkA1EPFA.docVIP

我国青年击剑运动员心理技能契合度之研究pkA1EPFA.doc

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我國青年擊劍運動員心理技能契合度之研究 The athletic psychological skills of young players in fencing: A study of congruence theory 邱玉惠* 王三財** Yu-Huei Chiou and San-Tsai Wang 摘 要 本研究目的在探討我國青年擊劍運動員心理技能實際表現與所期望的的心理技能是什麼?受試者為129位參加91年台北市青年杯擊劍錦標賽的參賽選手(男82名、女47名)。測量工具採用邱(民90)編製的運動員心理技能量表,共31道題目。施測後以探索性因素分析處理,結果發現:1.心理技能量表包括壓力處理與逆境調適、動機、專注、自信心與可教導性等五個因素,總量表累積解釋總變異量為56.71%。各因素在所期望與實際表現的差距上,高低依次為專注、自信心、壓力處理與逆境調適、動機、可教導性。2.不同性別運動員在量表總分及壓力處理與逆境調適、專注二個因素的差距達到顯著水準。3.不同參賽經驗的選手僅在自信心因素的差距上達到顯著水準。最後並以區域分析指出哪些心理技能為青年擊劍運動員最期望獲得的,與哪些心理技能為實際表現上較缺乏而急需改善與加強的,以期使本研究更落實在教練訓練上的應用。 關鍵詞:青年擊劍運動員、運動員心理技能、契合度 *中國海事商業專科學校共同科講師 Instructor China College of Marine Technology and Commerce. 212, Sec. 9, Yen-Ping, N. Rd. Taipei, Taiwan. E-mail: f0838@mail.ccmtc.edu.tw Abstract The purpose of this study was to investigate the practical [actual?] and expected performance of young fencers in our country through analysis of psychological skills. Subjects consisted of 129 fencers who participated in the 2002 Taipei Youth Cup Fencing Tournament, 82 of which were male and 47 of which were female. The Athletic Psychological Skills Inventory (APSI) with 31 questions edited by Chiou (2001) was employed for this purpose. The data was subsequently processed by exploratory factor analysis. 1. Five factors measured by the APSI were pressure management and coping with adversity, motivation, concentration, confidence, and coachability. The results of this study indicated total explainable variances on the APSI of 56.71%. The factors differentiating expected and practical performance in order of significance were concentration, confidence, pressure management and coping with adversity, motivation, and coachability. 2. Significant differences between male and female fencers were noted on the total APSI score, in the categories of pressure management and coping with adversity, and concentration. 3. Fencers with different levels of experience appeared to differ significantly only in the factor of confidence. Zone analysis was further ap

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