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題名 建構運動員之正念課程與實踐經驗探究 —以北部某國中為例
Exploring Mindfulness Courses and Practical Experiences for Athletes - A Case Study of a Junior High School in Northern Taiwan作者 郭幸怡
Kuo, Hsing-Yi貢獻者 宋呈澔
Sung, Cheng-Hao
郭幸怡
Kuo, Hsing-Yi關鍵詞 正念
正念課程
運動員情緒調節
Mindfulness
Mindfulness Curriculum
Eemotion Regulation in Athletes日期 2026 上傳時間 2-Mar-2026 11:37:29 (UTC+8) 摘要 本研究旨在探究一套可適用於國中體育班學生之正念課程，並分析學生在參與課程歷程中的學習經驗，以及正念介入對其情緒覺察與情緒調節之影響。研究背景指出，國中體育班學生在高度密集訓練與激烈競技情境下，常面臨情緒壓力、焦慮反應與調節困難，然現行學校輔導系統與運動訓練場域中，仍缺乏貼近其身心特質且具操作性的心理教育課程。因此，本研究嘗試透過正念取向課程，回應其實際需求。 本研究採質性研究取向，以主題分析法進行資料分析。研究對象為北部某國中體育班學生，研究者設計並實施為期八週之正念課程，課程內容包含體感導向正念活動、呼吸與情緒覺察練習，以及視覺媒體與典範人物引導。資料蒐集方式包含課堂觀察、學生訪談、教師回饋、學習單與研究者省思札記，並依主題分析之步驟進行編碼、歸納與主題建構。 研究結果顯示，學生較容易投入於多感官與動態正念活動，透過身體經驗與感官覺察逐步建立專注與內在安定；呼吸覺察有助於學生在比賽前後調節緊張與焦慮，部分學生已能將正念技能運用至賽前、賽中及日常生活中。然而，在情緒覺察初期，部分學生亦出現不適應與抗拒反應，不願公開分享承受來自同儕的壓力，另選擇在午後時段操作，或比例偏高的靜態活動，皆會影響其參與及學習成效。此外，學生在課堂理解並攫取正念之精義，和面對高壓情境中的臨場應用，仍有待持續的指導與練習得以獲致顯著的成效。 綜言之，本研究提出正念課程在體育班情境中的教學建議：調整課程時段與節奏、增加動態與體驗式活動比例，以及強化情緒覺察之結構式引導，以提升學生之學習動機與實務應用性。期望藉由正念與情緒調節的課程設計，架起學校輔導系統與運動教育場域間的橋樑，拋磚引玉，未來有更多系統性的研究及實務操作，造福體育類甚至其他領域的莘莘學子。
This study aims to explore a mindfulness-based curriculum applicable to junior high school sports-class students and to analyze students’ learning experiences throughout the course, as well as the effects of mindfulness intervention on emotional awareness and emotion regulation. The research background indicates that junior high school athletes often face substantial emotional stress, anxiety responses, and difficulties in emotion regulation due to intensive training schedules and highly competitive environments. However, existing school counseling systems and athletic training contexts still lack psychological education programs that are developmentally appropriate, practically applicable, and responsive to the unique physical and psychological characteristics of these students. Therefore, this study seeks to address these practical needs through a mindfulness-oriented curriculum. A qualitative research approach was adopted, with data analyzed using thematic analysis. Participants were students from a junior high school sports class in northern Taiwan. The researcher designed and implemented an eight-week mindfulness program that included body-oriented mindfulness activities, breathing and emotional awareness practices, as well as guidance through visual media and role-model narratives. Data were collected through classroom observations, student interviews, teacher feedback, learning worksheets, and the researcher’s reflective journal, and were systematically coded, categorized, and developed into themes following the procedures of thematic analysis. The findings indicate that students were more readily engaged in multisensory and dynamic mindfulness activities, through which they gradually developed concentration and inner stability via bodily experiences and sensory awareness. Breathing awareness practices were found to be particularly helpful in regulating tension and anxiety before and after competitions, with some students able to apply mindfulness skills during pre-competition, in-competition, and daily life contexts. However, during the initial stages of emotional awareness training, some students experienced discomfort and resistance, showing reluctance to openly share stress experiences in front of peers. In addition, scheduling the course in the afternoon or allocating a high proportion of static activities negatively affected student participation and learning outcomes. Furthermore, students continued to require ongoing guidance and practice to fully grasp the core principles of mindfulness and to apply these skills effectively in high-pressure situations. In conclusion, this study proposes several instructional recommendations for implementing mindfulness programs in sports-class contexts, including adjusting course timing and pacing, increasing the proportion of dynamic and experiential activities, and strengthening structured guidance in emotional awareness. These strategies aim to enhance students’ learning motivation and practical application of mindfulness skills. 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國立政治大學
輔導與諮商碩士學位學程
111172003資料來源 http://thesis.lib.nccu.edu.tw/record/#G0111172003 資料類型 thesis dc.contributor.advisor 宋呈澔 zh_TW dc.contributor.advisor Sung, Cheng-Hao en_US dc.contributor.author (Authors) 郭幸怡 zh_TW dc.contributor.author (Authors) Kuo, Hsing-Yi en_US dc.creator (作者) 郭幸怡 zh_TW dc.creator (作者) Kuo, Hsing-Yi en_US dc.date (日期) 2026 en_US dc.date.accessioned 2-Mar-2026 11:37:29 (UTC+8) - dc.date.available 2-Mar-2026 11:37:29 (UTC+8) - dc.date.issued (上傳時間) 2-Mar-2026 11:37:29 (UTC+8) - dc.identifier (Other Identifiers) G0111172003 en_US dc.identifier.uri (URI) https://nccur.lib.nccu.edu.tw/handle/140.119/161792 - dc.description (描述) 碩士 zh_TW dc.description (描述) 國立政治大學 zh_TW dc.description (描述) 輔導與諮商碩士學位學程 zh_TW dc.description (描述) 111172003 zh_TW dc.description.abstract (摘要) 本研究旨在探究一套可適用於國中體育班學生之正念課程，並分析學生在參與課程歷程中的學習經驗，以及正念介入對其情緒覺察與情緒調節之影響。研究背景指出，國中體育班學生在高度密集訓練與激烈競技情境下，常面臨情緒壓力、焦慮反應與調節困難，然現行學校輔導系統與運動訓練場域中，仍缺乏貼近其身心特質且具操作性的心理教育課程。因此，本研究嘗試透過正念取向課程，回應其實際需求。 本研究採質性研究取向，以主題分析法進行資料分析。研究對象為北部某國中體育班學生，研究者設計並實施為期八週之正念課程，課程內容包含體感導向正念活動、呼吸與情緒覺察練習，以及視覺媒體與典範人物引導。資料蒐集方式包含課堂觀察、學生訪談、教師回饋、學習單與研究者省思札記，並依主題分析之步驟進行編碼、歸納與主題建構。 研究結果顯示，學生較容易投入於多感官與動態正念活動，透過身體經驗與感官覺察逐步建立專注與內在安定；呼吸覺察有助於學生在比賽前後調節緊張與焦慮，部分學生已能將正念技能運用至賽前、賽中及日常生活中。然而，在情緒覺察初期，部分學生亦出現不適應與抗拒反應，不願公開分享承受來自同儕的壓力，另選擇在午後時段操作，或比例偏高的靜態活動，皆會影響其參與及學習成效。此外，學生在課堂理解並攫取正念之精義，和面對高壓情境中的臨場應用，仍有待持續的指導與練習得以獲致顯著的成效。 綜言之，本研究提出正念課程在體育班情境中的教學建議：調整課程時段與節奏、增加動態與體驗式活動比例，以及強化情緒覺察之結構式引導，以提升學生之學習動機與實務應用性。期望藉由正念與情緒調節的課程設計，架起學校輔導系統與運動教育場域間的橋樑，拋磚引玉，未來有更多系統性的研究及實務操作，造福體育類甚至其他領域的莘莘學子。 zh_TW dc.description.abstract (摘要) This study aims to explore a mindfulness-based curriculum applicable to junior high school sports-class students and to analyze students’ learning experiences throughout the course, as well as the effects of mindfulness intervention on emotional awareness and emotion regulation. The research background indicates that junior high school athletes often face substantial emotional stress, anxiety responses, and difficulties in emotion regulation due to intensive training schedules and highly competitive environments. However, existing school counseling systems and athletic training contexts still lack psychological education programs that are developmentally appropriate, practically applicable, and responsive to the unique physical and psychological characteristics of these students. Therefore, this study seeks to address these practical needs through a mindfulness-oriented curriculum. A qualitative research approach was adopted, with data analyzed using thematic analysis. Participants were students from a junior high school sports class in northern Taiwan. The researcher designed and implemented an eight-week mindfulness program that included body-oriented mindfulness activities, breathing and emotional awareness practices, as well as guidance through visual media and role-model narratives. Data were collected through classroom observations, student interviews, teacher feedback, learning worksheets, and the researcher’s reflective journal, and were systematically coded, categorized, and developed into themes following the procedures of thematic analysis. The findings indicate that students were more readily engaged in multisensory and dynamic mindfulness activities, through which they gradually developed concentration and inner stability via bodily experiences and sensory awareness. Breathing awareness practices were found to be particularly helpful in regulating tension and anxiety before and after competitions, with some students able to apply mindfulness skills during pre-competition, in-competition, and daily life contexts. However, during the initial stages of emotional awareness training, some students experienced discomfort and resistance, showing reluctance to openly share stress experiences in front of peers. In addition, scheduling the course in the afternoon or allocating a high proportion of static activities negatively affected student participation and learning outcomes. Furthermore, students continued to require ongoing guidance and practice to fully grasp the core principles of mindfulness and to apply these skills effectively in high-pressure situations. In conclusion, this study proposes several instructional recommendations for implementing mindfulness programs in sports-class contexts, including adjusting course timing and pacing, increasing the proportion of dynamic and experiential activities, and strengthening structured guidance in emotional awareness. These strategies aim to enhance students’ learning motivation and practical application of mindfulness skills. It is hoped that mindfulness- and emotion-regulation–focused curriculum design can serve as a bridge between school counseling systems and athletic education settings, and that this study may inspire further systematic research and practical applications to benefit students in sports education and beyond. en_US dc.description.tableofcontents 第一章 緒論 1 第一節 研究動機與背景 1 第二節 研究目的 6 第三節 名詞釋義 7 第二章 文獻探討 9 第一節 運動員面臨之壓力與情緒挑戰 9 第二節 情緒調節之相關理論與應用 13 第三節 青少年運動員之心理特性與輔導介入考量 20 第三章 研究方法 23 第一節 研究取向與方法 23 第二節 研究場域與參與者 25 第三節 研究工具與流程 28 第四節 正念課程設計 31 第五節 資料收集與分析 35 第六節 研究倫理與效度 38 第四章 研究分析結果 39 第一節 國中體育班學生的正念課程 39 第二節 國中體育班學生參與正念課程的學習經驗 48 第三節 正念課程介入學生情緒調節的轉變與應用 55 第四節 教學設計優化建議 59 第五章 討論與反省 67 第一節 國中體育班學生的正念課程之闡釋 67 第二節 國中體育班學生參與正念課程的學習經驗之闡釋 70 第三節 正念課程介入學生情緒調節的轉變與應用之闡釋 72 第四節 教學設計優化建議之闡釋 74 第六章 結論與建議 77 第一節 研究結論 77 第二節 研究限制 80 第三節 建議 81 參考文獻 85 附錄 97 附件一 家長同意書 97 附件二 協同觀察者每堂課紀錄表 98 附件三 協同觀察者的訪談與回饋 99 附件四 研究者者觀察紀錄表 100 附件五 學生每堂課程結束訪談 101 附件六 課程結束學生總體回饋 102 附件七 正念教案 103 附件八 學習單 116 zh_TW dc.format.extent 4507816 bytes - dc.format.mimetype application/pdf - dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0111172003 en_US dc.subject (關鍵詞) 正念 zh_TW dc.subject (關鍵詞) 正念課程 zh_TW dc.subject (關鍵詞) 運動員情緒調節 zh_TW dc.subject (關鍵詞) Mindfulness en_US dc.subject (關鍵詞) Mindfulness Curriculum en_US dc.subject (關鍵詞) Eemotion Regulation in Athletes en_US dc.title (題名) 建構運動員之正念課程與實踐經驗探究 —以北部某國中為例 zh_TW dc.title (題名) Exploring Mindfulness Courses and Practical Experiences for Athletes - A Case Study of a Junior High School in Northern Taiwan en_US dc.type (資料類型) thesis en_US dc.relation.reference (參考文獻) 丁偉恩（2022）。正念訓練介入對國小排球選手的正念及壓力因應策略之影響（未出版之碩士論文）。國立臺北教育大學。https://hdl.handle.net/11296/7hqv72 江文慈（1999）。情緒調節的發展軌跡與模式建構之研究（未出版之博士論文）。國立臺灣師範大學。 吳啟誠、張瓊云（2020）。主題分析在教育研究上的應用。特殊教育發展期刊, 69, 29–42。 吳聰義（2020）。正念訓練對射箭運動員運動表現與執行功能之影響（未出版之碩士論文）。國立體育大學。 李嘉翎（2021）。正念訓練對國小校隊選手正負向情緒與害怕失敗之影響（未出版之碩士論文）。國立臺南大學。 邱玉惠、季力康（2001）。運動員心理技能量表之編製。臺灣運動心理學報, (1), 21–45。https://doi.org/10.6497/bsept.20011201_(1).0002 胡美連、陳德中、黃翠媛（2017）。正念減壓的概述。長庚護理, 28(4), 588–598。https://doi.org/10.3966/102673012017122804002 馬承祥（2021）。正念介入對大專男子排球選手正念、集體效能與運動心理技能之影響（未出版之碩士論文）。國立臺北教育大學。 張蔓毓（2022）。競賽焦慮、正念特質、執行功能與學生運動員競技表現之關聯（未出版之碩士論文）。國立中正大學。https://hdl.handle.net/11296/6zf9gb 張瓊云（2019）。體育班學生情緒表達與社會互動經驗之研究（未出版之碩士論文）。國立臺灣師範大學。 梁雅柔（2022）。田徑選手運動正念、自信心與流暢體驗之關係（未出版之碩士論文）。國立中正大學。https://hdl.handle.net/11296/akyj9v 粘瑞狄（2023）。正念訓練對運動員心理疲勞相關耐力表現與抑制控制損害之影響：事件關聯電位研究（未出版之碩士論文）。國立體育大學。https://hdl.handle.net/11296/cuc2hz 莊欣耘、季力康（2019）。正念訓練的新契機：神經影像科學研究之運用。中華體育季刊, 33(2), 101–112。 陳至函、湯登凱、楊鴻文、張家銘（2019）。2014 仁川亞運投手壓力管理策略之質性研究。休閒運動健康評論, 8(1)。 陳其昌（2010）。運動員的過度訓練和倦怠。雲科大體育, (12), 91–98。https://doi.org/10.6619/ykdty.2010.12.7 陳美綺（2017）。正念為本的介入對優秀運動員低潮的影響（未出版之碩士論文）。國立臺灣師範大學。 陳涵伊（2022）。不只健身更要健心：八週正念介入訓練對大專女子排球運動員的影響（未出版之碩士論文）。國立中興大學。 陳德中（2017）。正念減壓的訓練。方智。 馮家榆（2007）。優秀運動員壓力來源之質性研究。中正體育學刊, (1), 13–21。 黃永任（1989）。談優秀運動員的過度訓練。中華體育季刊, 2(5), 32–37。https://doi.org/10.6223/qcpe.0205.198906.1607 潘世尊（2004）。行動研究的基本要求。國民教育研究集刊, (12), 163–177。 蔡明諺（2021）。大專公開組柔道選手正念傾向與運動心理技能、心理韌性之關聯（未出版之碩士論文）。國立體育大學。https://hdl.handle.net/11296/5k9684 蕭雅馨、雷文谷（2005）。運動員面對過度訓練與倦怠的因應之道。大專體育, (81), 159–165。https://doi.org/10.6162/srr.2005.81.25 簡靖芬、宋修德、李懿芳（2021）。提升國際技能競賽選手心理技能之探析。臺灣教育評論月刊, 10(11), 96–100。 竇金城（2016）。正念在促進心理健康上的運用與機制。輔導季刊, 52(3), 60–71。 Amaro, R., & Brandao, T. 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