我国教练员与运动员社会共生关系的主要类型及其基本特征

从社会共生理论的视角辨证分析,教练员与运动员共生关系有师徒身份下的伦理共生、权利义务下的平等共生、收益分配下的互利共生、事业追求下的业缘共生等主要类型,表现出身份拟制的伦理性、合作过程的契约性、利益分配的公平性、价值目标的一致性等基本特征。正确认识教练员与运动员社会共生关系的类型与特征,积极构建、优化两者共生关系,有利于开创两者和谐共生关系的新局面。     

“群体心理”与运动训练

教练员是为完成运动训练组织的目标,对运动员进行运动训练的直接组织者。教练员在运动训练过程中,应使本队运动员的思想和行动与教练员的思想尽量趋于一致,严格按照预定的训练程序完成运动训练任务。要想使运动员的思想和行动趋于一致.教练员必须能够掌握全体运动员在运动训练过程中所表现出来的心理行为倾向,即“群体心理”。只有掌握了运动员群体内心活动的规律,教练员才能有的放矢地去进行工作,才能实现对运动训练组织目标的科学管理。     

对我国田径教练员年龄、文化程度现状的调查与分析

一、前言在田径训练过程中,教练员直接指导运动员的身体素质、运动技术和战术的训练,并对运动员的赛场作风、意志品质等产生极大的影响。因此,教练员自身素质的优劣与运动员水平的高低有着非常密切的关系。当前,随着运动训练科学化水平的提高,对教练员自身素质的要求也更高了。现代田径教练员只有掌握了渊博的文化知识和扎实的专业理论,才能够运用科学的方法对运动员进行训练;只有具备有充沛的体力和敏锐的思想,才能适应日趋紧张激烈的运动角逐。因此,教练员必须接受系统、专门的教育,以获得高水平的专业     

教练员—运动员关系的心理学研究

运用文献资料法,分析近年来国内外教练员与运动员关系的研究成果。主要结论:教练员与运动员关系的研究逐渐被国内外学者重视,除经典研究视角外,还涌现了社会共生关系、儒家文化和"差序格局"理论扩展等本土化研究视角。建议:综合多种研究视角,从我国国情出发,构建本土化理论和研究工具;理论应用实际,动态分析二者关系,把握双方特点;从执教方式、动机、沟通等多方面改善教练员和运动员关系,最终帮助运动员取得优异成绩。     

从儒家文化看我国教练员与运动员关系的双重性

教练员与运动员是我国竞技体育主体,而教练员与运动员关系是竞技体育最基本的关系.因此,从"文化生成"的视阈看特定文化情境下几千年根深蒂固的儒家文化对教练员与运动员关系的双向影响,具有重要的理论价值和现实意义.研究认为,儒家文化糟粕致使我国教练员与运动员关系不能够处于一种开放式的对话状态,不利于形成平等、民主、互动的人际关系.有效规避儒家文化中消极思想的影响,从儒家文化的精华中汲取生存智慧,明晰发展路径,深入解读两个群体关系的双重性,有利于教练员与运动员的"民主、和谐、进步"发展路向的拓展.     

教练员与运动员之间和谐个性关系形成的实验研究

运动员与教练员之间的和谐个性关系是贯彻和谐理念、创造和谐运动队和取得优良成绩的基础和保证。为探讨影响教练员-运动员和教练员-运动队之间关系的因素,采用尤.尔.哈宁及阿.伏.斯塔姆布洛夫研制的"教练员-运动员TC-1标度表"对5支马术运动队的6名教练员和31名运动员之间的个性关系进行了评定分析和跟踪实验研究。实验结果表明,教练员与运动员之间和谐的个性关系可以直接在运动队参加重大比赛的结束阶段形成,实际关系与所期望关系的符合程度以及这些关系促进训练和比赛活动的奏效程度,是评定教练员与运动员和谐个性关系的标准。     

主体间性视野下残疾人运动员与教练员的交往关系

残疾人运动员与教练员的关系是影响残疾人运动员竞技水平发挥的重要因素之一.传统的残疾人运动员与教练员的关系是在主客二元论的哲学基础下,形成了教练中心论和运动员中心论,二者都不利于残疾人运动员的运动训练和竞技水平的发挥.残疾人运动员训练过程的实质是教练员和残疾人运动员之间的相互指导学习,其核心和关键是残疾人运动员和教练员之间主体间交往关系的建构.以主体间性做为哲学基础,通过对话构建残疾人运动员和教练员之间理解性、通融性和共识性的主体间交往关系,这对于提高和发挥残疾人运动员和教练员双方的积极性、主动性和能动性都有着重要的现实意义.     

教练员的语言刺激对运动员心理状态的影响

教练员是培养优秀运动员的专门人才,既是组织者,又是教育者。教练员和运动员之间的关系是贯穿在整个训练过程中的最基本的关系,任何一方面的活动都是以另一方面为条件。只有通过教练员的组织、调节和指导,运动员才能顺利的学习和掌握各种运动技能。也     

第二章 教练员的领导艺术和方法

要使教练过程具有效果,教练员必须与运动员建立良好的关系。为了发展这种关系,教练员必须了解运动员的各种动机,确定获得正确动机和达到目标的方法,以及保证目标的实现。要做到这些,教练员具有与运动员传递信息的能力是非常重要的。没有这种能力,教练员既不能理解运动员,更不能调动运动员的积极因素。     

科学训练与运动员主体性的弘扬

科学训练的基本内涵是:教练员按运动训练自身规律的教与运动员创造性的学和练的有机结合。运动员创造性的学与练是这一概念本质内涵的核心所在。教练员的主导作用无论多么重要,毕竟是外因,只有通过运动员自身的观察、思考、评价、选择、领悟与应用,教练员对运动员的训练,影响和启示才能内化为运动员自觉的行动,取得良好的训练效果。因此,在运动训练中,运动员主体性的弘扬与教练员主导作用的高扬并不是“有你无我,有我无你”的互斥关系,而是辩证的有机统一。毋庸讳言,目前我国的运动训练无论是在训练的指导思想,还是在训练内容与     

论新时期技巧运动员心理素质建设

在运用文献资料法的基础上,研究新时期技巧运动员心理素质建设的主要特征。结合自身长期的运动训练实践经验,对心理素质建设的重要意义进行论述,深入探索了运动员心理素质建设的途径与方法;提出以下途径和方法：树立必胜的自信心,创造良好的训练气氛;构建新型的师徒关系,促进心理素质健康发展;开展挫折训练,激发运动员的潜能;培养兴趣学而不厌,提高心理素质建设水平,旨在为心理训练提供有益的指导思想和参考。     

全运会临场心理支持模式的构建与实施——以山东省备战第十一届全运会心理服务为例

随着比赛临近,参赛运动员的心理紧张度、心理压力会越来越大,对心理支持的需求更强烈,因此为其提供临场心理支持非常必要。在十一届全运会备战中,心理工作人员随队训练比赛,与运动员、教练员建立了良好的咨访关系。在比赛中,运用＂一看、二听、三摸、四问＂的方式监测运动员的心理状态,并根据监测的结果为运动员、教练员提供临场心理支持。临场心理支持的内容与运动员、教练员的实际需求紧密相连,临场心理支持的方式灵活且呈现多元化。     

Examining coaches’ perceptions of how their stress influences the coach–athlete relationship

This study extends recent coach stress research by evaluating how coaches perceive their stress experiences to affect athletes, and the broader coach–athlete relationship. A total of 12 coaches working across a range of team sports at the elite level took part in semi-structured interviews to investigate the 3 study aims: how they perceive athletes to detect signals of coach stress; how they perceive their stress experiences to affect athletes; and, how effective they perceive themselves to be when experiencing stress. Following content analysis, data suggested that coaches perceived athletes able to detect when they were experiencing stress typically via communication, behavioural, and stylistic cues. Although coaches perceived their stress to have some positive effects on athletes, the overwhelming effects were negative and affected “performance and development”, “psychological and emotional”, and “behavioural and interaction” factors. Coaches also perceived themselves to be less effective when stressed, and this was reflected in their perceptions of competence, self-awareness, and coaching quality. An impactful finding is that coaches are aware of how a range of stress responses are expressed by themselves, and to how they affect athletes, and their coaching quality. Altogether, findings support the emerging view that coach stress affects their own, and athlete performance.     

The role of the athletes’ entourage on attitudes to doping

ABSTRACT

The present study investigated athletes’ and coaches’ beliefs about the role of athletes’ entourage in deterring or promoting doping. Competitive athletes and coaches in Greece and Australia took part in semi-structured interviews. Our analysis of the interviews produced five main themes: coach influence, peer influence, doping stance, doping stigma, and entourage’s culture. Overall, coaches and peers having a close and trusty relationship with the athletes were considered most influential with respect to doping-related decisions. The majority of the athletes held a strong anti-doping stance but could not articulate why they held this position. This inability could be ascribed to the stigmatization of doping which led to lack of knowledge and anti-doping education. Finally, an anti-doping culture in the athletes’ environment was considered central to an anti-doping stance. The study findings provide valuable information towards a comprehensive understanding of the role athletes’ entourage can play in shaping athletes’ attitudes and decision for doping.     

Coaching athletes with disability: preconceptions and reality

It is now widely recognized that athletes with disability compete at an elite level which parallels that experienced by non-disabled athletes. The importance of quality coaching to develop an athlete’s full potential is similarly recognized. However, research in the area of coaching athletes with disability is still lacking compared to its counterpart in non-disabled sport. This research explored the holistic experience of coaching elite athletes with disability, and therefore encompassed not only the coaches’ preconceptions, but the rewards and challenges of their coaching experience. Semi-structured interviews were held with 12 coaches of elite athletes from sports including swimming, athletics, cycling, canoeing, triathlon, equestrian sport and wheelchair basketball. The results of the study identified that, although the coaches reported their experience as being overwhelmingly positive, they were also regularly confronted with difficulties not generally faced by coaches of non-disabled athletes.     

青少年运动员公正世界信念与运动成绩的关系——感知教练支持和运动环境公正的链式中介

目的:探讨青少年运动员公正世界信念、感知教练支持、运动环境公正与运动成绩间关系。方法:采用青少年运动员公正世界信念量表、感知运动环境公正量表、运动员感知教练员社会支持问卷,对946名青少年运动员进行测量,并获取其全年参加市级及以上级别比赛成绩。结果:1)青少年运动员公正世界信念、感知教练支持、感知运动环境公正、运动成绩彼此间显著相关;2)感知教练支持、感知运动环境公正在青少年运动员公正世界信念和运动成绩间起链式中介作用,其效应值为0.05,占总效应的13.9%。结论:青少年运动员公正世界信念能通过感知教练支持和感知运动环境公正的链式中介作用间接影响运动成绩。     

论武术套路运动员表现力的影响因素与培养

文章运用文献资料法、问卷调查法、专家访谈、类比法等研究方法,对影响武术套路运动员表现力的各种因素进行分析,研究结果发现:影响武术套路运动员表现力的主要因素包括运动员自身专项素质与动作规格、对套路编排的理解、家庭与教练等环境因素、气质与性格、兴趣、文化修养等因素,并针对这些因素提出了对武术套路运动员表现力培养的方法建议,以指导训练工作。     

Coach–athlete attachment and the quality of the coach–athlete relationship: implications for athlete’s well-being

Abstract

This study examined whether athletes’ attachment styles with the coach were linked to aspects of the coach–athlete relationship quality and, in turn, whether relationship quality was linked to athletes’ well-being. One hundred and ninety-two athletes completed a questionnaire measuring their attachment styles and relationship quality with the coach as well as their feelings of positive affect (PA) and negative affect (NA). Structural equation modelling (SEM) analysis found athletes’ avoidant and secure attachment styles to be associated with aspects of coach–athlete relationship quality such as social support, relationship depth, and interpersonal conflict. Interpersonal conflict appeared to play a key role in athletes’ PA and NA. From a practical perspective, an understanding of conflict management could provide a resource that allows athletes (and coaches) to enhance the quality of their sporting relationships. Specifically, an awareness of proactive strategies (e.g., steps to clarify expectations) and reactive strategies (e.g., cooperation during the discussion of disagreements) could potentially lead both coaches and athletes to “broaden” their viewpoints and in turn “build” connections that are capable of generating positive emotions including interest, excitement, happiness, and zeal.