影響大學運動員認知學習成效因果模式之探究

Causal model of affecting college student athletes' cognitive learning outcomes

大學運動員多數時間投入於專長訓練與競賽，疏忽校園生活經驗與認知學習成果，進而影響其生活適應與生涯發展。近年來，運動員生涯發展及提升學生認知學習成果受到高度關注。在數位化與少子化的脈絡下，學校教職員針對學生與社會需求，進而提供適當的教學環境與方案，因此探索影響大學運動員認知學習成果的關鍵因素成為相當重要的議題。鑑此，本研究引薦評?學習與認知發展的一般因果模式，希冀作為檢視大學運動員認知學習成果、改善教師教學輔導、解決教學現場問題之參考，落實以「學生學習為中心」的教育理念。本研究建議學校單位可訂定大學運動員的學習目標與原則，作為設計多元學習支援方案，並於每學期舉辦研討會討論大學運動員學術支持方案；教師教學輔導方面，可依據大學運動員的認知學習狀況，規劃多元教學活動，如寫作指導、課堂討論、情境式或問題導向式的教學模式；引導大學運動員針對課程學習經驗與認知學習成果進行反思，加強時間管理、師生交流互動經驗，以提升認知學習成果。

College student athletes often put such great emphasis on their athletic training and sport competitions that their campus experiences and cognitive learning outcomes are ignored, which affects their life adjustment and career development. Over the past few decades, the career development of college student athletes and the task of enhancing students' cognitive learning outcomes have drawn the attention of the public. Due to digitization and the effect of a low birth rate on higher education, numerous faculties and administrative staffs have come to recognize college student athletes' learning needs and the expectations of the public in order to design a proper environment and teaching program. As a result, faculties and administrative staffs at universities and colleges are devoted to finding the key factors that affect student athletes' cognitive learning outcomes. The main purpose of this study was to introduce a causal model of affecting college students' cognitive learning outcomes, including a general causal model. The research could be a reference for researchers to examine the relationships among the cognitive learning outcomes of student athletes and related factors, solve academic coaching and teaching site problems, and implement an education philosophy that centers on student-centered learning. Based on the results, this study provided some suggestions. First, colleges can set up learning objectives and principles, plan multiple learning support programs, and provide a seminar each semester that focuses on academic support. Second, based on college student athletes' student learning conditions and performance, faculties can plan multiple teaching activities, such as writing instruction, class discussions, and activities based on the situated learning model and PBL model. Third, student athletes should respect sport performance, the learning experience of courses, and cognitive learning outcomes. In addition, student athletes should strengthen their time management skills and enhance the interaction between teachers and students.