我国专业教练员胜任特征的模型建构及测评研究
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摘要
本研究旨在建构我国专业教练员胜任特征模型,编制教练员胜任特征评价量表,了解当前我国专业教练员胜任特征现状。研究基于文献分析,采用行为事件访谈、心理测量学等方法,质性研究与量化研究相结合,对教练员胜任特征模型及测评问题进行了一系列的实证研究,得到的主要结论如下:
(一)教练员胜任特征模型从理论上概括了教练员的胜任特征,并得到验证。建构的教练员胜任特征模型包括九项特征:知识的获取,创新,团队合作,(与运动员)沟通,权威,关注细节,洞察力,解决问题,分析思考。用自评式测验对这一模型的验证结果表明,该模型恰当地概括了教练员的胜任特征。
(二)【教练员胜任特征评价量表】在使用上具有良好的信度和效度。该测验包括9个分量表,分别是知识的获取,创新,团队合作,沟通,权威,关注细节,洞察力,解决问题,分析思考,每个分量表包括4个题目。对量表的测量学属性检验结果表明,各分量表的克隆巴赫α系数在.632—.883之间,总体α系数为.924;结构公式模型检验也达到可以接受标准。
(三)不同级别、不同执教年限以及不同项目教练员的胜任特征存在水平差异和不同特点。目前我国专业教练员胜任特征整体水平较高,在九个分量表的平均分高于5分。不同级别教练员的胜任特征在知识获取、创新、沟通、权威、洞察力、解决问题、分析思考等维度上的差异达到显著水平;不同执教年限的教练员在创新、权威、洞察力、解决问题以及总得分上的差异达到显著水平;体能主导类和技能主导类教练员在创新和关注细节上的差异达到显著水平,且技能主导类教练员的得分高于体能主导类。个人项目和集体项目教练员仅在团队合作这一维度上的差异达到显著水平,并且集体项目教练员的得分高于个人项目教练员。
(四)教练员的胜任特征与运动员对教练员执教行为满意度之间存在密切关系。在排除人口统计学变量的影响下,教练员胜任特征显著影响运动员对训练与指导、民主行为、个人关怀、策略选择和临场指挥的满意度,但不同部分的影响作用又有不同。在教练员的训练与指导方面,创新、关注细节、分析思考对运动员满意度有显著影响;在民主行为方面,沟通和权威对运动员满意度有显著影响;在个人关怀方面,沟通和关注细节对运动员满意度有显著影响;在策略选择方面,解决问题对运动员满意度有显著影响;在临场指挥方面,关注细节和洞察力对运动员满意度有显著影响。
This research aims at constructing the professional coaches' competency model and developing relative assessment scale in order to comprehend the present conditions and characteristics of their competency in China.This paper,basing on documental analysis,adopts behavior event interview,psychometrics and other methods to carry out a series of empirical studies on the competence model and relative assessment forms of coaches.With the combination of qualitative research and quantitative research,the main results and conclusion are as follows.
Firstly,competency model of professional coaches summarizes the competency in theory and has been validated.To construct the professional coaches' competency model includes nine characteristics. They are knowledge obtaining,innovation,teamwork,communication with athletes,authority,attention to details,insight,solutions and analysis thinking.It has been validated by self assessment test that this model appropriately summarizes the competency of coaches.
Secondly,assessment scale of professional coaches' competency gained good reliability and validity in application.This test includes nine subscales which have thirty-six items.The nine subscales are knowledge obtaining,innovation,teamwork,communication with athletes, authority,attention to details,insight,solutions and analysis thinking and each has four items.The result of psychometric properties on the test demonstrates that the Crombachαis between.632 and.883 in each subscale and the totalαis.924.The outcome of the test on the structure model is also acceptable.
Thirdly,there exists different levels and characteristics between coaches' competency with different grades,coaching experiences and sports events.Currently,the whole level of professional coaches' competency in China is relatively high and the average score of the nine subscales is above five.Coaches with different grades possess separate significant differences in the dimension of knowledge obtain,innovation, communication with athletes,authority,insight,solutions and analysis thinking;coaches with different training experiences greatly differ in innovation,authority,insight,solutions and the whole score;coaches who are physical performance leading and those skill leading ones are extremely unlike in aspects of innovation and attention to details, besides the second category gains a higher score than the first.However, coaches of individual event and group event only go far away in teamwork and the later group gains a higher score.
Fourthly,there exists close relationship between the coaches' competency and the athlete's satisfaction on the coaches' teaching action.This relationship is significant.In spite of the demographic variables,there is remarkable effect between coaches' competency and athletes' satisfaction on training,guiding,democratic behavior, individual care,strategy selection and on-the-spot conduct,though with different level in every aspect.Innovation,attention to details and analysis thinking influence largely on the athletes' satisfaction in the aspects of coaches' training and guiding;communication with athletes and authority in democratic behavior;communication with athletes and attention to details in individual care;solutions in strategy selection;attention to details and insight in on-the-spot conduct.
(一)教练员胜任特征模型从理论上概括了教练员的胜任特征,并得到验证。建构的教练员胜任特征模型包括九项特征:知识的获取,创新,团队合作,(与运动员)沟通,权威,关注细节,洞察力,解决问题,分析思考。用自评式测验对这一模型的验证结果表明,该模型恰当地概括了教练员的胜任特征。
(二)【教练员胜任特征评价量表】在使用上具有良好的信度和效度。该测验包括9个分量表,分别是知识的获取,创新,团队合作,沟通,权威,关注细节,洞察力,解决问题,分析思考,每个分量表包括4个题目。对量表的测量学属性检验结果表明,各分量表的克隆巴赫α系数在.632—.883之间,总体α系数为.924;结构公式模型检验也达到可以接受标准。
(三)不同级别、不同执教年限以及不同项目教练员的胜任特征存在水平差异和不同特点。目前我国专业教练员胜任特征整体水平较高,在九个分量表的平均分高于5分。不同级别教练员的胜任特征在知识获取、创新、沟通、权威、洞察力、解决问题、分析思考等维度上的差异达到显著水平;不同执教年限的教练员在创新、权威、洞察力、解决问题以及总得分上的差异达到显著水平;体能主导类和技能主导类教练员在创新和关注细节上的差异达到显著水平,且技能主导类教练员的得分高于体能主导类。个人项目和集体项目教练员仅在团队合作这一维度上的差异达到显著水平,并且集体项目教练员的得分高于个人项目教练员。
(四)教练员的胜任特征与运动员对教练员执教行为满意度之间存在密切关系。在排除人口统计学变量的影响下,教练员胜任特征显著影响运动员对训练与指导、民主行为、个人关怀、策略选择和临场指挥的满意度,但不同部分的影响作用又有不同。在教练员的训练与指导方面,创新、关注细节、分析思考对运动员满意度有显著影响;在民主行为方面,沟通和权威对运动员满意度有显著影响;在个人关怀方面,沟通和关注细节对运动员满意度有显著影响;在策略选择方面,解决问题对运动员满意度有显著影响;在临场指挥方面,关注细节和洞察力对运动员满意度有显著影响。
This research aims at constructing the professional coaches' competency model and developing relative assessment scale in order to comprehend the present conditions and characteristics of their competency in China.This paper,basing on documental analysis,adopts behavior event interview,psychometrics and other methods to carry out a series of empirical studies on the competence model and relative assessment forms of coaches.With the combination of qualitative research and quantitative research,the main results and conclusion are as follows.
Firstly,competency model of professional coaches summarizes the competency in theory and has been validated.To construct the professional coaches' competency model includes nine characteristics. They are knowledge obtaining,innovation,teamwork,communication with athletes,authority,attention to details,insight,solutions and analysis thinking.It has been validated by self assessment test that this model appropriately summarizes the competency of coaches.
Secondly,assessment scale of professional coaches' competency gained good reliability and validity in application.This test includes nine subscales which have thirty-six items.The nine subscales are knowledge obtaining,innovation,teamwork,communication with athletes, authority,attention to details,insight,solutions and analysis thinking and each has four items.The result of psychometric properties on the test demonstrates that the Crombachαis between.632 and.883 in each subscale and the totalαis.924.The outcome of the test on the structure model is also acceptable.
Thirdly,there exists different levels and characteristics between coaches' competency with different grades,coaching experiences and sports events.Currently,the whole level of professional coaches' competency in China is relatively high and the average score of the nine subscales is above five.Coaches with different grades possess separate significant differences in the dimension of knowledge obtain,innovation, communication with athletes,authority,insight,solutions and analysis thinking;coaches with different training experiences greatly differ in innovation,authority,insight,solutions and the whole score;coaches who are physical performance leading and those skill leading ones are extremely unlike in aspects of innovation and attention to details, besides the second category gains a higher score than the first.However, coaches of individual event and group event only go far away in teamwork and the later group gains a higher score.
Fourthly,there exists close relationship between the coaches' competency and the athlete's satisfaction on the coaches' teaching action.This relationship is significant.In spite of the demographic variables,there is remarkable effect between coaches' competency and athletes' satisfaction on training,guiding,democratic behavior, individual care,strategy selection and on-the-spot conduct,though with different level in every aspect.Innovation,attention to details and analysis thinking influence largely on the athletes' satisfaction in the aspects of coaches' training and guiding;communication with athletes and authority in democratic behavior;communication with athletes and attention to details in individual care;solutions in strategy selection;attention to details and insight in on-the-spot conduct.
引文
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