大學生運動員生涯導航－－運動員生涯規劃課程之設計與實施成效

Career Navigation for College Student Athletes— The Implementation and Effectiveness of the Athlete Career Planning Course

運動員進入大專院校就讀競技運動或體育相關科系，希冀延續運動生涯並完成高等教育目標；惟因投入訓練與比賽，無暇探索生涯，許多運動員之生涯視野相對窄化。傳統之生涯輔導服務雖能有效促進生涯預備，然因選手個人時間限制或輔導人員對於運動生態缺乏了解，使得運動員之生涯輔導諮商服務效益受限。嵌入學系課程架構的運動員生涯發展課程，可將生涯輔導「在地化」，配合運動員學習、生活、比賽訓練的多變行程，發揮生涯教育之效。本研究旨在分享大學生運動員生涯規劃課程之設計並檢視實施成效；課程開設於台灣中部一所綜合型大學運動相關科系一年級，為3學分之選修課程。領域內容含蓋人生與生涯發展、自我與職業探索、及生涯決策技巧，由學系專任教師任授，教師具備生涯輔導與運動心理學專業知能。教學法融合講述、心理測驗、小組合作學習、系友返校座談、與學習歷程檔案建置。研究參與者為2019或2020年修習該課程之運動員共115名。採課程前、後測方式進行學習成效評量與問卷資料蒐集。重覆量數多變量變異數分析之結果顯示，參與者修課後之生涯自我效能顯著提升（含目標設定、自我評估、職業規劃與資訊蒐集），且生涯抉擇困難顯著降低(含焦慮猶豫、缺乏個人資訊，缺乏職業/教育資訊)。此結果支持以學系課程架構為基礎之運動員生涯規劃課程之可行性與有效性，可提供國內大專院校運動員生涯規劃領域課程之參考。

Background: To further extend the athletic life while achieving the goals of higher education, college student athletes (CSA) in Taiwan enter the universities and choose majors related to sports and physical education. However, due to enormous time investment in training/competition, limited efforts have been put in career exploration, resulting in narrowing down of their career perspectives. Although traditional career counseling service is beneficial for enhancing career readiness, utilization of career services among CSAs is limited due to personal time constraints or career counselors’unfamiliarity with the sport ecology. An athlete career planning course embedder into the curriculum framework and taught by the faculty member from the department might be beneficial to effectively and systematically exert the benefits of career education and also be ''localized'' for better accommodating for the ever-changing nature of CSAs’competition/training schedules. Purpose: This study aimed to share the curricula development and examine the effectiveness of this novel course. Method: The course is offered in the first semester, first year in the Department of Sports in a comprehensive university located in central Taiwan. It is a 3-credit-hour, elective course. Content domains included career and life development, self-exploration, exploration of sport related careers, and career decision-making skills. The instructor is a full-time faculty member from the department with specialties in career counseling and sports psychology. Teaching method integrated didactic lecturing, psychological testing, collaborative learning, alumni sharing, and construction of personal learning portfolios. 115 CSAs enrolled in the 2019 and 2020 cohorts agreed to participate in this study. Questionnaires were administered prior and after the course to measure the effectiveness of the course. Results: Repeated measure MANOVA indicated that CSAs’career choice difficulties were significantly reduced especially in anxiety/hesitation, lack of personal information, and lack of career/education information; additionally, career self-efficacy was significantly enhanced especially in goal setting, self-assessment, career planning and information gathering. Conclusion: The feasibility and effectiveness of the athlete career planning course based on the curriculum framework of the department were substantiated. Content of this course might serve as a reference for future career planning related courses at university-level for student athletes.