Please use this identifier to cite or link to this item: http://hdl.handle.net/11455/98307
標題: 探討臺灣運動防護員與社會支持之關係探究
A Study of Relationship Between Athletic Trainer and Social Support in Taiwan
作者: 曾曼芬
Man-Fan Chang
關鍵字: 運動傷害防護員
社會支持
Athletic trainer
Social support
引用: 王元聖、王俊傑、許夆池 (2015)。大專跆拳選手運動傷害與防護之分析。運動教練科學,40,1-17。 行政院主計處 (2018)。國民所得統計摘要。中華民國: https://www.dgbas.gov.tw/ct.asp?xItem=33338&ctNode=3099&mp=1 吳姵琳 (2016)。運動傷害防護室經營管理之研究。中國文化大學。臺北市。 李豪傑 (1999)。 臺灣地區運動傷害防護師證照制度規劃研究(未出版碩士論文),國立體育大學體育研究所。桃園市。 李政賢 (2006)。質性研究:設計與計畫撰寫。臺北市:五南。 李國維 (2002)。體育政策對大型企業贊助運動影響之研究。臺灣師範大學體育學系,1-126。臺北市。 周月清 (1994)。臺灣受虐婦女社會支持探討之研究。婦女與兩性學刊,5,69-108。 周明勳 (2012)。運動傷害防護員角色與功能之研究-以國家運動選手訓練中心為例。長榮大學。1-97。臺南市。 尚榮安 (1994)。個案研究法 (原作者: Robert K. Yin)。臺北市:弘智文化。 林佳慧 (2010)。長跑運動者參與動機和社會支持之關係研究。休閒與木社會研究,1,43-67。 林建志、唐人屏、張又文 (2016)。運動員背後的守護者: 運動防護員專業職能。中華體育季刊,30(2),113-120。 邱文彬 (2001)。社會支持因應效果的回顧與展望。國家科學委員會研究彙刊:人文及社會科學,11(4),311-330。 侯堂盛 (2016)。運動教練社會支持,角色壓力及其影響因素之研究。嘉大體育健康休閒期刊,15(2),89-101。 洪煌佳、陳癸享 (2010)。聽障選手的社會支持及參與動機之關係研究。成大體育,42(1),1-18。 高熏芳, 林盈助, 王向葵 (2001)。質化研究設計: 一種互動取向的方法 (原作者:Joseph A. Maxwell )。臺北市:心理。 張怡潔、吳聰義、林季燕 (2013)。臺灣基層運動選手社會支持對運動參與動機之影響。運動教練科學,30,15-25。 張雅婷、黃啟煌 (2016)。移植、紮根與轉型:淺談臺灣運動防護專業發展歷程與現況。嘉大體育健康休閒期刊,15(2),145-154。 畢恆達 (1996)。詮釋學與質性研究。臺北市:巨流。 郭金芳 (2012)。憧憬、紮根與認同-運動傷害防護生專業準備學習之歷程。臺灣體育學術研究,52,1-24。 陳五洲 (2000)。運動研究法 (原作者:Jerry R. Thomas & K. Nelson)。臺中市:華格納企業。 陳向明 (2002)。社會科學質的硏究。臺北市:五南。 陳忠強 (2004)。運動教練效能,社會支持與身心倦怠之相關研究。國立體育大學。桃園市。 彭譯箴、彭美蓮 (2007)。社會支持對運動傷害選手之影響。大專體育,89,119-124。 鈕文英 (2014)。質性研究方法與論文寫作。臺北市:雙葉書廊。 黃耀宗、陳宜佳 (2008)。運動傷害復健持續參與的影響因素及促進策略。中華體育季刊,22(4),32-39。 楊孟容、盧俊宏、吳顥照、鍾旻純 (2003)。大專學生運動員的性別角色類型,社會支持與傷害後情緒反應之關係研究:以跆拳道項目為例。大專體育學術專刊,419-430。 運動防護員資格檢定辦法,(2005)。 廖榮利 (1984)。社會個案工作。臺北市:三民書局。 潘淑滿 (2003)。質性研究: 理論與應用。臺北市:心理出版社。 賴敬惠、陳裕鏞 (2011)。運動傷害管理系統在運動傷害調查的應用。大專體育,115,73-79。 謝秀芳 (2004)。運動社會支持與女性運動行為之探討。大專體育,74,110-114。 蘇維杉、邱展文 (2005)。臺灣水域休閒運動産業發展之探討。大專體育,79,104-110。 Argyle, M. (1992). Benefits produced by supportive social relationships. Cheng, L. A. (2014). Physical activity in adolescents: analysis of social influence of parents and friends. Jornal de Pediatria, 90(1), 35-41. Cobb, S. (1976). Social support as a moderator of life stress. Psychosomatic medicine, 38(5), 300-314. Cohen, S., & McKay, G. (1984). Social support, stress and the buffering hypothesis: A theoretical analysis. Handbook of psychology and health, 4, 253-267. Cohen, S., Mermelstein, R., Kamarck, T., & Hoberman, H. M. (1985). Measuring the functional components of social support Social support: Theory, research and applications (pp. 73-94): Springer. Cohen, S., & Wills, T. A. (1985). Stress, social support, and the buffering hypothesis. Psychological bulletin, 98(2), 310. Cranmer, G. A., & Sollitto, M. (2015). Sport support: Received social support as a predictor of athlete satisfaction. Communication Research Reports, 32(3), 253-264. Darnell, S. C. (2010). Power, politics and 'sport for development and peace': Investigating the utility of sport for international development. Sociology of sport journal, 27(1), 54-75. Duncan, S. C., Duncan, T. E., & Strycker, L. A. (2005). Sources and types of social support in youth physical activity. Health psychology, 24(1), 3. Ebel, R. G. (1999). Far Beyond the Shoe Box: Fifty Years of the National Athletic Trainers' Association: Forbes. Feeney, B. C., & Collins, N. L. (2015). A new look at social support: A theoretical perspective on thriving through relationships. Personality and Social Psychology Review, 19(2), 113-147. Fong, C. M. (2016). Role overload, social support, and burnout among nursing educators. Journal of Nursing Education, 29(3), 102-108. Freeman, P., & Rees, T. (2010). Perceived social support from team-mates: Direct and stress-buffering effects on self-confidence. European Journal of Sport Science, 10(1), 59-67. Gabana, N. T., Steinfeldt, J. A., Wong, Y. J., & Chung, Y. B. (2017). Gratitude, Burnout, and Sport Satisfaction Among College Student-Athletes: The Mediating Role of Perceived Social Support. Journal of Clinical Sport Psychology, 11(1), 14-33. Hale, C. J., Hannum, J. W., & Espelage, D. L. (2005). Social support and physical health: The importance of belonging. Journal of American College Health, 53(6), 276-284. Hendrix, A. E., Acevedo, E. O., & Hebert, E. (2000). An examination of stress and burnout in certified athletic trainers at Division IA universities. Journal of athletic training, 35(2), 139. House, J. S. (1981). Work stress and social support. Kleinginna, P. R., & Kleinginna, A. M. (1981). A categorized list of emotion definitions, with suggestions for a consensual definition. Motivation and emotion, 5(4), 345-379. Lazarus, R. S., & Lazarus, B. N. (1994). Passion and reason. New York: Oxford University. Leavy, R. L. (1983). Social support and psychological disorder: A review. Journal of community psychology, 11(1), 3-21. Leppänen, M., Aaltonen, S., Parkkari, J., Heinonen, A., & Kujala, U. M. (2014). Interventions to prevent sports related injuries: a systematic review and meta-analysis of randomised controlled trials. Sports medicine, 44(4), 473-486. Mensch, J., Crews, C., & Mitchell, M. (2005). Competing perspectives during organizational socialization on the role of certified athletic trainers in high school settings. Journal of athletic training, 40(4), 333. Merriam, S. B. (1998). Qualitative Research and Case Study Applications in Education. Revised and Expanded from' Case Study Research in Education.': ERIC. Nabi, R. L., Prestin, A., & So, J. (2013). Facebook friends with (health) benefits? Exploring social network site use and perceptions of social support, stress, and well-being. Cyberpsychology, Behavior, and Social Networking, 16(10), 721-727. Oh, H. J., Ozkaya, E., & LaRose, R. (2014). How does online social networking enhance life satisfaction? The relationships among online supportive interaction, affect, perceived social support, sense of community, and life satisfaction. Computers in Human Behavior, 30, 69-78. Parasuraman, S., Greenhaus, J. H., & Granrose, C. S. (1992). Role stressors, social support, and well‐being among two‐career couples. Journal of Organizational behavior, 13(4), 339-356. Payne, M. (2015). Modern social work theory: Oxford University Press. Petrie, T. A., Deiters, J., & Harmison, R. J. (2014). Mental toughness, social support, and athletic identity: Moderators of the life stress–injury relationship in collegiate football players. Sport, Exercise, and Performance Psychology, 3(1), 13. Porritt, D. (1979). Social support in crisis: Quantity or quality? Social Science & Medicine. Medical Psychology & Medical Sociology, 13, 715-721. Rees, T., & Hardy, L. (2000). An investigation of the social support experiences of high-level sports performers. The sport psychologist, 14(4), 327-347. Robbins, J. E., & Rosenfeld, L. B. (2001). Athletes' perceptions of social support provided by their head coach, assistant coach, and athletic trainer, pre-injury and during rehabilitation. Journal of Sport Behavior, 24(3), 277. Sallis, J. F., Hovell, M. F., Hofstetter, C. R., & Barrington, E. (1992). Explanation of vigorous physical activity during two years using social learning variables. Social Science & Medicine, 34(1), 25-32. Sarason, I. G., Sarason, B. R., Shearin, E. N., & Pierce, G. R. (1987). A brief measure of social support: Practical and theoretical implications. Journal of social and personal relationships, 4(4), 497-510. Scandura, T. A. (1992). Mentorship and career mobility: An empirical investigation. Journal of Organizational behavior, 13(2), 169-174. Smoll, F. L., Smith, R. E., Barnett, N. P., & Everett, J. J. (1993). Enhancement of children's self-esteem through social support training for youth sport coaches. Journal of applied psychology, 78(4), 602. Taylor, S. J., Bogdan, R., & DeVault, M. (2015). Introduction to qualitative research methods: A guidebook and resource: John Wiley & Sons. Thelwell, R. C., Wagstaff, C. R., Chapman, M. T., & Kenttä, G. (2017). Examining coaches' perceptions of how their stress influences the coach–athlete relationship. Journal of sports sciences, 35(19), 1928-1939. Thelwell, R. C., Wagstaff, C. R., Rayner, A., Chapman, M., & Barker, J. (2017). Exploring athletes' perceptions of coach stress in elite sport environments. Journal of sports sciences, 35(1), 44-55. Tolsdorf, C. C. (1976). Social networks, support, and coping: An exploratory study. Family process, 15(4), 407-417. Verhagen, E. (2015). Get Set: prevent sports injuries with exercise! Br J Sports Med, bjsports-2015-094644. Weiss, M. R., Kimmel, L. A., & Smith, A. L. (2001). Determinants of sport commitment among junior tennis players: Enjoyment as a mediating variable. Pediatric Exercise Science, 13(2), 131-144. Woods, R. (2015). Social issues in sport: Human Kinetics. Yang, J., Schaefer, J. T., Zhang, N., Covassin, T., Ding, K., & Heiden, E. (2014). Social support from the athletic trainer and symptoms of depression and anxiety at return to play. Journal of athletic training, 49(6), 773-779. Yin, R. K. (2013). Case study research: Design and methods: Sage publications. Zeidner, M., & Matthews, G. (2016). Ability emotional intelligence and mental health: Social support as a mediator. Personality and Individual Differences, 99, 196-199.
摘要: 本研究主旨在於對於臺灣運動傷害防護員目前的現況,加以觀察社會支持對於傷害防護產業上的效用與呈現,以及社會支持對於防護員制度上的作用。本研究採用質性研究之半結構式個案研究深度訪談,研究採取立意取樣,選取五位於臺灣擔任全職防護員,並投入其中兩年或以上,為設定之受訪對象;藉由邱文彬 (2001)對於社會支持研究之模型為基礎,探討觀察受訪者在社會支持中的五個面向:物質性支持、情緒性支持、尊重性支持、訊息性支持及友伴性支持,所呈現的現實情況,同時藉由訪談整理出如何加以應用在制度的設立。 研究結果顯示:一、物質性支持:防護員都會有編列預算,有計畫性的添購設備,然而薪資方面卻不完全滿足期待;同時,相關住宿及交通也是有額外補助的。二、情緒性支持:多數情緒支持的來源體現在與人際上的溝通,舉凡教練選手家人都可以是情緒支持的來源,有效的傾訴、鼓勵及正向的反饋可紓解工作時的壓力。情緒的接收也不都非正向的,根據對象的反應及行為也會造成情緒的波動。三、尊重性支持:主要來自選手及教練的信任,多數時候球員與防護員關係緊密,對於防護員的專業事予以尊重的;教練的情況則較為複雜,多數情形下教練是會尊重防護員的專業判斷,但同時也會對其有所質疑。四、訊息性支持:防護員目前的證照規章有規定60個小時的再教育時數,然而該時數的判定及課程內容是參差不齊的,反而結果顯示,多數情況下,新的知識資訊都是防護員本身精讀或者請教更有經驗的人獲取。五、友伴性支持:在滿足友伴條件的情形下,交流會更加密切,提供了更多的資訊及情感上的交流。目前臺灣運動傷害防護員並沒有立法保障,普遍大眾對於防護員的認知相對而言都不足,更多的社會支持去推動防護員立法可以更加確立防護員水平同時保障運動員的安全。
This study was designed to observed the received social support situation of Athletic Trainer (AT) in Taiwan. The example of social support of AT was presented and discussed. Moreover, the importance of social support regards to AT national relegation is evaluated. The methodology adopted here is qualitative method by using the semi-structured interview. The interviewees were randomly chosen, 5 Full-time AT were picked with at least 2 years' experiences. This study utilised the social support model designed by Chou (2001) to discuss and analyse the current social support existence in five aspect as follow: Material support, Emotional support, Respect support, Informational support, and Companion support. Results revealed in different aspect: 1. Material support: Most AT would have annual budget on equipment purchases. Accommodation and transport allowance were additionally given. However, the income does not meet their expectation. 2. Emotional Support: Emotional support were found in the interaction between colleagues, coaches or athlete. Most likely the stress ratio would be decreased during daily chatters. Yet, the received of emotion could also be both positive or negative. 3. Respect Support: Respect usually were based on the trust between coaches and athletes. The more respect they've given would affect the authorities to promote their expertise. Nevertheless, some of the coaches still have a doubt on the skill of AT. 4. Informational support: The regulation of the Taiwan Athletic Trainer Society (TATS) required the have regular educational courses. The qualified AT must attend 60 hours of the course. The results show them were not happy with the regular courses and rather gaining the information from literature or ask from the expert. 5. Companion support: The person with stronger relationship would usually provide a deeper care. Moreover, the companion shares the opportunities to those one whom were close to them.; So far, the general awareness of what AT were doing were lacking. In addition, there was no national relegated law to protect their rights and interests. The result suggests that in the future more social support should be involve developing a better environment to AT, thus, the athletes would be safer and improved performance.
URI: http://hdl.handle.net/11455/98307
文章公開時間: 2021-08-28
Appears in Collections:運動與健康管理研究所

文件中的檔案:

取得全文請前往華藝線上圖書館

Show full item record
 
TAIR Related Article
 
Citations:


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.