先發與續航之間：高中階段體育資優生才能發展歷程與挑戰之探究

Processes and challenges of talent development of sports-gifted students in high school

本研究的目的在探究高中階段體育資優生才能發展的歷程與挑戰，高中階段是體育資優生專業生涯發展的轉捩點，在體育才能的投入與學業成就的雙重壓力下，學校學習上的適應、自我認同與社會支持是影響他們持續追求體育專業發展的重要因素。本研究採用多重個案研究法，邀請三位高中階段具傑出表現的網球選手與其重要他人參與研究，以半結構個別訪談為資料的主要來源，並透過觀察與文件整理等方式，多面向蒐集與分析體育資優生才能發展上所面對的複雜問題。資料以質性主題概念分析，描述與詮釋三個個案獨特的才能發展歷程與挑戰。研究發現三位高中階段的網球體育資優生因其個人特質、專業團隊與家庭支持互動的歷程，在網球才能發展上各具獨特性，歸納三位個案的發展歷程與挑戰，主要研究結果有三：首先網球才能發展與挑戰有早期訓練與多元探索難兩全、競賽與熱忱難兼容以及才能與心理教練難兼顧等三個面向；其次高中階段網球資優生學習適應的重要因子有自主學習、志同道合的楷模、重要他人的肯定與支持及心理素質等；第三是高中階段的網球資優生自我認同的多元樣態。最後，依據研究結果提出對體育資優學生才能發展的啟發與建議。

Purpose: The purpose of this study was to investigate the process of and challenges in talent development among sports-gifted high school students. Early training is a critical factor in the development of athletic talent. The sooner an individual's talent is recognized, the easier it is to receive professional training and achieve professional success. However, school education is frequently insufficient for developing sports talents. Talented students must rely on their families and personal investments to improve their skills. Sports-gifted high school students may overspecialize in sports to the detriment of a well-rounded education. High school stage is the turning point in professional career of sports-gifted students. Under the dual pressure of specializing in sports talents and academic achievement, school adaptation, self-identity and social supports are three critical factors that affect sports-gifted students continued pursuit their professional career. Methods: A multiple-case study method was implemented in this study. Three outstanding high school tennis players and their significant others participated in the study. All three participants were amateurs and had won prestigious national and international competitions. Hau was a third-year student in the high school sports-gifted class. Hau played tennis since she was a second grader. None of her family members have sports related interests or expertise. She would like to study Psychology at university abroad. Xin was a second-year students of sports-gifted class. Xin played tennis since she was three-year old. Her father was engaged in tennis-related career and her mother was a school teacher. Both them were former tennis players, especially her father was a national tennis player. Xin would like to study Sports Psychology or Philosophy of History at a university in United State. Zheng was a first-year student of sports-gifted class. She played tennis since she was a second grader. None of her family members have sports related expertise. Zheng would like to study Psychology abroad as well. Data were collected mainly from semi-structured individual interviews, observations, and documents. The thematic method was used to analyze the data. Results/Findings: The three young athletes shared some similar characteristic, such as showing interest early and have the energy that accumulated from the pressure of competitions. However, each young athlete differed in the processes of development of their talent due to their personal characteristics and the nature of support received from their team or family. The following are the three key findings of this study. The first finding was on challenges in the tennis players' development; three of these were identified. The first challenge pertained to overspecialization. The three participants began tennis training before or during elementary school. The dilemma between single devotion and multiple explorations is a constant challenge that the three young athletes face in the development of tennis talent. The second challenge pertained to the fact that the students perceived their passion for the sport to be incompatible with the competitive nature of professional tennis. In addition to the risk of becoming single-minded, they also face the challenge of how to maintain their passion for tennis while going through the harshest trainings and competitions. The third challenge pertained to professionalism in coaching. To meet the special needs of young athletes, high school tennis coaches serve not only as tennis training experts but as mentors, psychotherapist and family counselor. However, mental health and family counseling are usually not the expertise of high school tennis coach. A professional coaching team is required to ensure that the mental health needs of young athletes are met. The second finding was on the key factors that influenced how the athletes adapted to school learning environment; four of these were identified. The first and most crucial factor pertained to self-autonomy and discipline. Sports talent development is highly personalized, and autonomy and self-discipline are required for the flexible educational model adopted in school. The second factor pertained to the presence of like-minded role models. For these athletes, teammates were professional learning partners and role models who also helped them build their self-confidence. The third factor pertained to family support and recognition. Although the athletes' family members differed in their perspectives on the value that professional tennis brings, their sporting achievements would not have been possible without their families' supports. The fourth factor pertained to mental strength. Each participant emphasized the importance of mental strength to being a professional athlete. The third finding was that the self-identity of the athletes was inextricably bound up with not only their coaches and teammates but also their parents' expectations and opinions of the sport, many of whom were not supportive of their children's athletic pursuits. Conclusions/Implications: This study draws three implications from the results. First, struggling between the specialization of sports talent and the exposure to an all-rounded education is a common challenge for young athletes. Should all-rounded education really matter for the young athletes or just an illusion of school expectation? As the talent development of sports field is very personalized, would it be appropriate and what needed to be changed if the high schools provide personal education for the young athletes? Second, stakeholders must acknowledge the large opportunity cost involved in the young athlete's commitment to their sport, where the time and effort they could have otherwise devoted to other life goals are spent on bettering themselves at the sport. Thus, supporting high school sports-gifted students in finding their values, developing their self-identity, and forging a deeper personal connection with tennis is crucial. What role does the family or coach play regarding to this issue? Thirdly, all three young athletes expected to study abroad for exploring themselves in diverse fields while continuing pursuit in tennis at higher education level. Educators should recognize that young athletes did not see the higher educational arrangements would fit their personal goal; thus, alternative educational arrangements at higher educational level should be tailored for young athletes accordingly. Overall, the three implications are regarding to the issue of in what extend should the school education be responsible for the talent development of young athletes? To support the talent development of young athletes appropriately at different schooling level, these issues are needed to explore further and deeply.