從生態系統觀點探討學生運動員倦怠經驗與韌性展現

ASIA unversity > 醫學暨健康學院 > 心理學系 > 博碩士論文 > Item 310904400/114065

Please use this identifier to cite or link to this item: http://asiair.asia.edu.tw/ir/handle/310904400/114065

Title:	從生態系統觀點探討學生運動員倦怠經驗與韌性展現 Using An Ecological System Theory Perspective to Inquiry into the Burnout Experiences and Resilience of Student Athletes
Authors:	林致毅 LIN, JHIH-YI
Contributors:	心理學系
Keywords:	學生運動員;生態系統理論;倦怠;韌性 Student Athletes;Ecological Systems Theory;Burnout;Resilience
Date:	2021-08-05
Issue Date:	2022-11-28 07:47:24 (UTC+0)
Publisher:	亞洲大學
Abstract:	本研究目的為探討學生運動員倦怠經驗與衍生之負向情緒經驗，以及後續韌性展現之情形。本研究採立意與滾雪球取樣，共招募三位在運動績優生身分時，曾自覺出現倦怠，但仍持續投入運動專業，或離開後再度返回賽場之情形，使用半結構式訪談，並以主題式分析進行分析，最後藉由生態系統理論之觀點探究其倦怠與韌性的危險與保護因子。研究發現如下：　　影響學生運動員倦怠之因素：（1）對於比賽成績的執著與在乎；（2）個人特質、習慣與心態，包含自我要求過高特質、逃避負向情緒習慣及看待資源挹注的心態等；（3）面對受傷的心態與選擇；（4）身邊人事物帶來的影響，包括過於高壓的訓練環境、教練的領導風格與態度以及運動圈內的不友善情形。　　學生運動員倦怠衍生之個別獨特性負向情緒經驗：（1）因受傷而有擔心與沮喪等情緒，對訓練與復健出現排斥的心態；（2）比賽的連續失利，出現難過與害怕成績無法提升的情緒及想法；（3）資源的投入造成個人壓力，進而為沒有拿到獎牌的自己感到丟臉，並且對於比賽成績往下掉感到驚訝。共同的負向情緒經驗：（1）對於不同的危險因子，皆出現生氣的情緒；（2）自我懷疑的情形；（3）孤立無援的感受，造成更嚴重的倦怠狀況。　　促使學生運動員韌性展現之因素：（1）自身的人格特質與習慣，包含積極面對特質與轉念習慣等；（2）對運動項目的熱忱；（3）具有自我調適的能力與方式；（4）身邊的人給予力量，包括教練、隊友、學校老師與家人等；（5）拓展不同的生活經驗。　　最後根據上述研究發現提出供未來研究、助人實務工作者與運動相關人員之建議。　　The aim of this research was to explore the interplay among student athletes’ burnout experiences, negative emotions and resilience. This research adopted purposive and snowball sampling to recruit three student athletes who continued to practice sports after experiencing mental fatigue in sports. Thematic analysis and ecological systems theoretical approach were used to examine the protective and risk factors contributing to three student athletes’ burnout and resilience. Research findings were listed as follows: 　　Factors causing student athletes’ burnout were: (1) caring too much about the results of each competition; (2) personality, habit, and mentality, including the self-demanding personality, the habit of repressing negative emotions, and the mentality of facing provision of internal resources, etc.; (3) coping and recovering mentally after injuries; (4) the influences brought by the surrounding environment, including extra high pressure training environment, coaching leadership, and unfriendly atmosphere of the sport environment.　　The individual negative emotion experience from student athletes’ burnout included(1) being depressed and worried about injury, reluctant to participate in physical therapy or training; (2) thought and feeling of stagnation caused by continuous failures; (3) escalated pressure brought by coach who managed to provide internal resources, feeling upset for not winning medal and unexpected poor performance in competition. The common negative emotion experiences of student athletes were: (1) feeling angry about all risk factors resulting in burnout; (2) feeling doubtful about oneself; (3) feeling isolated which worsened the degree of burnout.　　Factors helping student athletes to develop resilience were: (1) personality and habit, including positive attitude and habit of rewinding negative thoughts; (2) enthusiasm for sports; (3) self-regulation strategies; (4) support provided by coach, teammates, school teacher, and families; (5) the expansion of different life experience.　　Implications for future study and suggestions for mental health practitioners and sport psychology professionals are provided.
Appears in Collections:	[心理學系] 博碩士論文

Files in This Item:

File	Description	Size	Format
index.html		0Kb	HTML	39	View/Open

Loading...