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[[alternative]]A study of Relation between Coach's Leadership Behavior and Training Satisfaction in Collegiate Tennis Excellent Athletes

By [[author]]李建平, [[author]]Li Gien-Pin, 李建平 and Li Gien-Pin

Abstract

[[abstract]]The purpose of this study was to comprehend the present situation and intention of the collegiate tennis athlete’s attitude to the coach’s leadership behavior and the training satisfaction. It would also compare the difference between the differently structural facets. Meanwhile, this study would explore that whether the collegiate tennis athlete’s awareness and fondness of the coach’s leadership behavior have the prediction of the athlete’s training satisfaction or not. The study subjects were the 107 athletes who come from the top-three male and female athletes of the first and second tennis groups accepted by The 89th Academic Year’s Collegiate Athletic Meeting. The study materials are the questionnaires of “ the measure sheet of the athlete’s awareness and fondness of the coach’s leadership behavior” and “the measure sheet of the athlete’s training satisfaction .”,resulted in several conclusions as below : First, the five structural facets of the athlete’s awareness and fondness of the coach’s leadership behavior all have obvious connections. At present, the athlete’s awareness and fondness show that the coach’s most often leadership behaviors are “training and instruction” and “positive feedback;” the least often behavior is “autocratic behavior.” Second, under different backgrounds, the athlete’s awareness of coach’s leadership behavior doesn’t have obvious difference. However, the athlete’s fondness of the coach’s leadership behavior has obvious difference. Among them, except for the structural facet of “autocratic behavior” is lower than the first group, the second group has higher rate in structural facets of “training and instruction,” “democratic behavior,” “social support,” and “positive feedback.” The rate of female athletes’ preference to “autocratic” coach's leadership behavior is higher than male athletes. The rate of doubles’ preference to “democratic behavior” and “social support” coach's leadership behavior is higher than the single. Besides, The rate of 1-5 tennis-year athletes’ preference to “training and instruction” and “social support” coach's leadership behavior is higher than 6-10 tennis-year ones. Third, in the athlete’s awareness of the coach’s leadership behavior, the structural facets of “social support” and “positive feedback” can effectively predict the training satisfaction degree. They also have positive predictions. But, the athlete’s fondness of coach’s leadership behavior cannot effectively predict the training satisfaction degree. Fourth, on the whole training satisfaction degree, athlete reach the middle degree. On different training’s structural facets, they achieve highest satisfaction degree in “coach’s specialty,” and achieve the lowest degree in “playground and equipment.” Fifth, athletes, who come from different backgrounds, only have obvious difference in the tennis year on the training satisfaction degree. 1-5 tennis-year athletes have higher rate than 6-10 tennis-year ones on the whole training satisfaction degree. Sixth, athletes, who come from different backgrounds, have obvious difference on differently structural facets of the training satisfaction degree except for the background of the tennis year. Among them, the first group has higher training satisfaction degree on the structural facet of “training playground and equipment” than the second group. The second group has higher training satisfaction degree on the structural facets of “coach's leadership,” “coach’s professional ability,” and “group companion relation” than the first group. Male athletes have higher training satisfaction degree on the structural facets of “individual performance,” “whole perception of training,” and “training content” than female athletes. Finally, doubles have higher training satisfaction degree on the structural facets of “coach’s professional ability” and “training project” than the single. The conclusion of my study is that coaches should pay more attention to athletes and encourage them. Meanwhile, the school has to provide athletes a better training environment.

Topics: 大專網球優秀選手, 教練領導行為, 訓練滿意度, collegiate tennis excellent athlete, coach's leadership behavior, training satisfaction, [[classification]]59
Year: 2010
OAI identifier: oai:ir.lib.ntnu.edu.tw:309250000Q/14336
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