The Research of Perceived Coach Leadership Behaviors and Team Cohesion on Elementary Schools’ Table Tennis Players

• Main Authors: kuo tien tsai, 郭添財
• Other Authors: 何茂松
• Format: Others
• Language: zh-TW
• Published: 2004
• Online Access: http://ndltd.ncl.edu.tw/handle/26526709767243996579

碩士 === 臺北市立師範學院 === 國民教育研究所 === 92 === The purpose of the research is to realize the perceived coach leadership behaviors and team cohesion on elementary schools’ table tennis athletes in Taipei. According to the results of analysis from different background factors on perceived coach leadership behaviors and team cohesion, the investigations can realizes the current status and characteristics of perceived coach leadership behaviors and team cohesion on elementary schools’ table tennis athletes in Taipei, which can offer some effective suggestions about team organization and training inner management for further researchers. The participants of the research are elementary schools’ table tennis athletes who are on 4, 5, 6 grade in Taipei and the research instructions include fundamental data, Team cohesion and Leadership Scale of Sport. A total of 549 copies were dispatched, 335 of the questionnaires were effective, 60% of the returned questionnaires were valid. The survey was analyzed through T-test, One-way ANOVA, Scheffe’ method and multiple stepwise regression analysis. The results for the survey are as below: A 1. The perceived coaches of the six grade athletes appear to have more autocratic behaviors than the fourth and the fifth grade athletes. 2. The athletes, being with the coaches for more than 3 years, have more training and instruction behaviors than those with coaches for less than 1 year. 3. The coaches of the athletes who have sport achievements appear to have more autocratic behaviors. B. 1. The forth grade athletes have higher senses of team work, team cooperation, human-relational harmony, and team adaptation than the six grade athletes. 2. The athletes, having 4 ~ 5 days of training frequencies, have more team adaptation behaviors than those who have more than 6 days of training frequencies. C. 1. The behaviors of “learning support”, “autocratic” and “training and instruction” can predict entire team cohesion effectively. 2. The “learning support” and “autocratic” behaviors can predict entire team cooperation effectively. 3. The “learning support” behavior can effectively predict human-related harmony. 4. The behaviors of “training and instruction”, “autocratic” and “democratic” can predict team adaptation effectively. 5. The behaviors of “learning support” and “training and instruction” can predict human-related attraction.