Hastie P A
Department of Human Movement Studies, University of Queensland, Australia.
Res Q Exerc Sport. 1993 Jun;64(2):158-66. doi: 10.1080/02701367.1993.10608793.
The purpose of this study was to gauge the extent to which students believed that the accountability strategies employed by their coaches had significant effects on their involvement in sports training sessions. Questionnaire data from 235 secondary school athletes were analyzed using linear structural relations to test a model of accountability hypothesized as operating in these coaching settings. The accountability strategy of active instruction was found to be a variable that significantly affected the students' valuing of their coaches as well as their task involvement. However, the rewards/consequences variable was not found to be a predictor of valuing or task involvement, suggesting that these athletes seemed more task oriented than reliant on external sanctions. The results of this study can only be generalized to team sport settings. Detailed examination needs to be made of the processes through which accountability factors operate for other contexts, including individual sports and competitive levels. Further research could also be undertaken into gender differences, especially in relation to the gender of coaches.
本研究的目的是评估学生在多大程度上认为教练采用的问责策略对他们参与体育训练课程有显著影响。使用线性结构关系对235名中学生运动员的问卷数据进行分析，以测试一个假设在这些教练环境中运作的问责模型。发现积极指导的问责策略是一个显著影响学生对教练的重视程度以及他们任务参与度的变量。然而，奖励/后果变量并未被发现是重视程度或任务参与度的预测因素，这表明这些运动员似乎更注重任务导向而非依赖外部制裁。本研究的结果仅能推广到团队运动环境。需要对问责因素在其他背景（包括个人运动和竞争水平）中运作的过程进行详细研究。还可以进一步研究性别差异，特别是与教练性别相关的差异。
