축구지도자의 지도방법 유형이 선수만족 및 팀 응집력의 관계 = The Effects of Teaching styles, Player Satisfaction and Team`s cohesion in Soccer

다국어 초록 (Multilingual Abstract)

This study aimed at examining the relationship among a soccer coach's coaching type, player satisfaction and team cohesiveness. The subjects of this study included 208 high school soccer players selected through stratified cluster random sampling from middle and high school soccer players in North Jeolla province who belonged to the Middle and High School Soccer Federation.
As for research instruments employed here, the scale adapted by Kim Byeong-hyeon (1990) was used to measure the types of soccer coaching, and a modified and complemented version of the questionnaires on sports team member satisfaction by Chelladurai (1984), and Widmeyer and Williams (1991) was used to measure soccer players' degree of satisfaction.
With regard to statistical analyses performed here to analyze data, a frequency analysis, one-way analysis of variance and multiple regression analysis were conducted on collected data according to the purpose of the study using SPSS PC+ V 15.0. Through those analyses based on methods and procedures above, the following results were obtained.
First, significant differences were partly detected in the types of coaching methods, according to soccer players' personal features. That is, the type of coaching method was different according to the players' grade, player experience and experience of participating in games. Third graders with 3-4 years player experience and 1-2 years experience of participating in games gained the highest scores in each sub-variable of the type of coaching method.
Second, significant differences were partly found in soccer player satisfaction according to the players' personal features. Players with 4-5 years player experience and 1-2 years experience of participating in games scored the highest in player satisfaction.
Third, no statistically significant differences were detected in team cohesiveness according to soccer players' personal features. This appears to be because high school players preparing for university entrance made more efforts for personal development.
Fourth, the types of soccer coaches turned out to have a partial impact on player satisfaction. That is, of various coaching types, training type and instruction type were found to have positive effects on player satisfaction. Whereas, authoritarian behaviors turned out to have a significant negative impact on player satisfaction.
Fifth, it was found that coaching types had a partial impact on team cohesiveness. That is, training type and instruction type turned out to have positive effects on team cohesiveness.

목차 (Table of Contents)

• Ⅰ. 서 론 = 1
• 1. 연구의 필요성 = 1
• 2. 연구의 목적 = 4
• 3. 연구 모형 및 가설 = 5
• 4. 연구의 제한점 = 8
• 5. 용어의 정의 = 8
• Ⅱ. 이론적 배경 = 11
• 1. 축구지도자 = 11
• 1) 지도자 = 11
• 2) 축구지도자 = 13
• 3) 축구지도자의 자격유형 = 14
• 2. 지도자 행동 = 16
• 1) 지도자 행동의 개념 = 16
• 2) 지도자 행동 유형분석 = 17
• 3) 지도자의 지도성 유형 측정 = 27
• 3. 선수 만족 = 29
• 4. 팀 응집력 = 31
• 1) 팀 응집력의 정의 = 31
• 2) 팀 응집력 이론 = 33
• 3) Carron(1982)의 스포츠 팀 응집력의 개념적 체계 = 35
• 4) 팀 응집력의 측정방법 = 36
• Ⅲ. 연구방법 = 40
• 1. 연구대상 = 40
• 2. 조사도구 = 41
• 3. 조사절차 = 44
• 4. 자료 처리방법 = 45
• Ⅳ. 연구 결과 = 46
• 1. 운동부 선수의 개인적 특성에 따라 인지하는 지도자의 지도방법 유형 = 46
• 2. 운동부 선수의 개인적 특성에 따라 인지하는 선수만족 = 47
• 3. 운동부 선수의 개인적 특성에 따라 인지하는 팀 응집력 = 49
• 4. 축구 지도자의 지도방법 유형과 선수만족 = 50
• 5. 축구 지도자의 지도방법 유형과 팀 응집력 = 54
• Ⅴ. 논 의 = 57
• 1. 운동부 선수의 개인적 특성에 따라 인지하는 지도자의 지도방법 유형의 관계 = 57
• 2. 운동부 선수의 개인적 특성에 따라 인지하는 선수만족의 관계 = 58
• 3. 운동부 선수의 개인적 특성에 따라 인지하는 팀 응집력의 관계 = 59
• 4. 축구 지도자의 지도방법 유형과 선수만족의 관계 = 60
• 5. 축구 지도자의 지도방법 유형과 팀 응집력의 관계 = 61
• Ⅵ. 결 론 = 63
• 참고문헌 = 65
• 부록 = 71
• ABSTRACT = 76