| Summary: | 碩士 === 國立臺灣體育運動大學 === 休閒運動管理研究所 === 103 === The purpose of this study was to explore coaches’ perspective on the influences of social support and promotion while inserting libero defensive players in elementary volleyball competition. It’s expected to make the base of volleyball sports with promotional benefits by inserting libero defensive players. The research adopt the qualitative approach and select 10 coaches who had once lead a team to participate in the ‘‘CHUNG-HUA Cups of elementary students and faculty volleyball competition’’ and gained the top six rank within five years for semi-structured interviews. Discourse analysis method were used for data analysis. The results of this study indicated that most coaches were in favor of inserting libero defensive players in elementary volleyball competition, and they believe that this act can increase the opportunity for players to participate in the practice and compete on stage. It also elevate the value of watching volleyball competition. In addition, giving social supports of emotion and substance to the player can enhance his or her intention of acting as the libero defensive players during the practice and competitions. The integration of the rule indicate positive influences for the game. Therefore, the research suggest that each competition should allow registration of several libero defensive players, and assign different libero defensive players in diverse rounds to achieve the goal of experiencing actual competition. Furthermore, this study also suggest to let the player conduct the serve mission while acting as the libero defensive players, for multiple technique integration. It is practical method for players to enjoy both training and in competition. In terms of social support, besides coaches support, players significant relatives can also provide crucial support and motivation for uninterrupted participation. This research hope to make contribution for the volleyball promotion for future cultivation of domestic talented volleyball players.
|
|---|
