運動情境中的教誨領導：文獻評析與概念建構

Didactic leadership in sports: A systematic review and construct development

深具華人本土特色的家長式領導，愈來愈受到體育運動領域的高度關注，而「教誨」正是其核心概念，卻甚少有研究深入探討，更遑論提出具體的概念建構。教誨領導最鮮明的表現，即是「斥責」或「罵」的教訓行為。此種教練訓斥的現象在運動場域中屢見不鮮，對運動員而言更是相當鮮明的生活日常，但教誨其實具有傳授（教）與教導（誨）的積極意涵。若從華人文化脈絡觀之，嚴加責備被視為一種督促或鞭策的作法，目的在於借助外塑的力量，透過引發恥感來達到約束與規範個體行動的效果。然而，在探討此一教誨領導現象時，既有研究多以具有「傷害意圖」的相關構念進行討論，例如體罰或否定，忽略了蘊含深切期許、用心良苦的言語責備所具有的積極意義。為了補足此一缺口，本研究分析經典古籍與相關文獻，提出具有教育意涵的教誨領導，透過戲劇理論提出一系列研究命題，並參考確認理論與自證預言觀點，主張教練會藉由「檢討錯誤」與「表達期待」兩種教誨作為，分別傳遞「缺失怠惰」與「精進突破」的評價訊息，引發運動員的羞恥感受，進而產生「循規蹈矩」與「奮勇拚搏」的恥感作為。最後，進行綜合討論，並與過去文獻對話，也對教練的領導實踐提出建議。

Paternalistic leadership refers to a leadership style that is deeply rooted within Chinese cultural characteristics and has attracted great attention in the field of sports. Although didactic behavior is a key concept underlying paternalistic leadership, little in-depth attention has been paid to didactic behavior in sports management, including a lack of development for specific didactic behavior constructs. The most significant didactic leadership pattern is the positive discipline behavior of ''reprimanding'' or ''scolding.'' Coaching through reprimanding is common within the field of sports and is commonly experienced by athletes. Reprimanding behavior from coaches can have positive teaching and education value. In the context of Chinese culture, a strict reprimanding response, which aims to constrain and regulate individual behavior by triggering feelings of shame, is regarded as an effective method for improving individual performance. However, many studies treat verbal reprimanding behavior as having harmful intent, such as in the context of corporal punishment or deprivation, ignoring the positive intentions associated with reprimanding behavior in a didactic leadership context, where it often serves as a well-intentioned attempt to establish leadership expectations. To fill this knowledge gap, this study aimed to explore the teaching and educational value of didactic leadership by conducting a systematic review of past literature, including classical and ancient books, and further proposing serial propositions based on dramaturgical theory. Specifically, coaches apply the principle of ''reflecting on misconduct'' when reprimanding athletes who display behaviors of misconduct and laziness and the principle of ''expressing expectations'' when athletes are deemed able to improve and break through themselves. These behaviors convey evaluative information, inducing a feeling of shame in the athletes and evoking the desire to ''follow the rules'' and ''work hard and fight bravely,'' based on the ideas of confirmation theory and self-fulfilling prophecy. A discussion of the past literature findings and suggestions for future leadership practices in sports coaching are offered.