スポーツ教育学研究（2013. Vol.33, No1, pp.1-13）

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1 2013. Vol.33, No.1, pp 運動部活動及び学校生活場面における心理的スキルと生徒の競技能力及び精神的回復力との関係 Relationship of Psychological Skills in Athletic Club and School Life to Athletic Abilities and Resilience Kohei UENO Education Center, Tottori University Koyama-minami, Tottori, Tottori Abstract The purpose of this study was to clarify the relationship of psychological skills in athletic club and school life to athletic abilities and resilience of high school athletic club students. In study 1, 131 male athletic club students were asked to answer an athletic situational skills scale and a life skills scale (Ueno and Nakagomi, 1998) to evaluate their psychological skills in both their athletic club and school life. Athletic club coaches were asked to evaluate the athletic abilities of the students by using TIPS (technique, intelligence and insight, personality, and speed) which is the criteria of Amsterdam Football Club Ajax. From the results of study 1, the students who scored high points for interpersonal skills in school life scored higher for personality than those who scored low points for those skills. The students who scored low points for intrapersonal skills in both athletic club and school life had a tendency to score lower for technique and speed than any other students. But there was no relationship between intelligence and insight and psychological skills in both athletic club and school life. In study 2, 110 athletic club students were asked to answer the athletic situational skills scale, the life skills scale, and an adolescent resilience scale developed by Oshio et al. (2002). The adolescent resilience scale has three subscales such as novelty seeking, emotional regulation, and positive future orientation. From the results of study 2, the students who scored high points for both interpersonal skills and intrapersonal skills in school life scored higher for all subscales than those who scored low points for those skills. On the other hand, there was little relationship between interpersonal skills in athletic club and emotional regulation, and between intrapersonal skills in athletic club and positive future orientation. Support was found for a relationship between psychological skills in school life and athletic abilities as well as a relationship between psychological skills in athletic club and resilience. However, both relationships were only found in some of the athletic abilities and subscales of resilience. 1

2 緒言 life skills 2010; 1998 Danish et al., ; 2007Gould et al. 2007Collins et al ;

3 2 resilience Masten et al., 高校運動部員の心理的スキルと競技能力の関係 ( 研究 1) 2.1. 方法高校運動部員の心理的スキルに関する調査 ( 調査 1) (1) 調査対象者 M=16.45SD=.53 (2) 手続き顧問教諭による部員の競技能力に関する評価 ( 調査 2) (1) 評価者 1 6 M=34.00 SD=6.10 M=9.33 SD=4.41 (2) 手続き TIPS 3

4 VTR 2000TIPS technique intelligence and insight personality speed TIPS Kormelink and Seeverens, , 1985 TIPS TIPS 結果と考察運動部活動及び学校生活場面における対人スキルと競技能力の関係 M=51.12 M= F1,127=.08, n.s., η 2 =.00 F=1.95, n.s., η 2 =.02 F=1.83, n.s., η 2 =.01 F=1.68, n.s., η 2 =.01 F=2.61, n.s., η 2 =.02 F=1.11, n.s., η 2 =.01 F=4.48, p<.05, η 2 =.03 F=.85, n.s., η 2 =.01 F=.78, n.s., η 2 =.00 4

5 表 1 各条件の記述統計量と各場面における対人スキルと競技能力との相関 n M SD n M SD r *.19 *.24 ** r.23 *.22 *.22 *.25 ** ** p<.01, * p< 図 1 運動部活動及び学校生活場面における対人スキルと競技能力の関係 F=4.30, p<.05, η 2 =.03 F=1.70, n.s., η 2 =.01 F=.17, n.s., η 2 =

6 r=.63, p< 運動部活動及び学校生活場面における個人的スキルと競技能力の関係 M=47.67 M= F1,127=.42, n.s., η 2 =.00 F=2.01, n.s., η 2 =.02 F=2.84, p=.09, η 2 =.02 p=.09, d=.50 p<.05, d=.66 F=.27, n.s., η 2 =.00 F=.41, n.s., η 2 =.01 F=1.07, n.s., η 2 =.01 F=1.84, n.s., η 2 =.02 F=.37, n.s., η 2 =.01 F=.85, n.s., η 2 =.01 F=.81, n.s., η 2 =.01 F=3.62, p<.05, η 2 =.03 F=2.88, p=.06, η 2 =.03 p<.01, d=.89 p<.05, d=

7 表 2 各条件の記述統計量と各場面における個人的スキルと競技能力との相関 n M SD n M SD r *.22 * r.20 * ** ** p<.01, * p<.05, p< * ** * 3 0 ** p<.01, * p<.05, p<.10 図 2 運動部活動及び学校生活場面における個人的スキルと競技能力の関係

8 高校運動部員の心理的スキルと精神的回復力の関係 ( 研究 2) 3.1. 方法高校運動部員の心理的スキル及び精神的回復力に関する調査 (1) 調査対象者 M=16.47, SD=.50 (2) 手続き結果と考察運動部活動及び学校生活場面における対人スキルと精神的回復力の関係 M=55.52 M= F1,106=6.50, p<.05, η 2 =.05 F=6.00, p<.05, η 2 =.05 F=.24, n.s., η 2 =.00 F=.43, n.s., η 2 =.00 F=7.38, p<.01, η 2 =.06 F=2.90, p=.09, η 2 =.03 p=.06, d=.56 8

9 表 3 各条件の記述統計量と各場面における対人スキルと精神的回復力との相関 n M SD n M SD r.42 **.29 **.44 ** r.39 **.33 **.39 ** ** p< *** * 3 0 ** p<.01, * p<.05, p<.10 *** p<.001, ** p<.01, p<.05, p<.10 図 3 運動部活動及び学校生活場面における対人スキルと精神的回復力の関係 p<.01, d=1.03 F=9.86, p<.01, η 2 =.07 F=4.72, p<.05, η 2 =.04 F=3.08, p=.08, η 2 =.02 p<.001, d=.97 p<.05, d=

10 運動部活動及び学校生活場面における個人的スキルと精神的回復力の関係 M=52.21 M= F1,106=12.70, p<.01, η 2 =.09 F=9.89, p<.01, η 2 =.07 F=.27, n.s., η 2 =.00 F=5.71, p<.05, η 2 =.04 F=9.87, p<.01, η 2 =.08 F=.27, n.s., η 2 =.02 F=27.02, p<.001, η 2 =.18 F=2.41, n.s., η 2 =.02 F=1.87, n.s., η 2 =

11 表 4 各条件の記述統計量と各場面における個人的スキルと精神的回復力との相関 n M SD n M SD r.46 **.36 **.42 ** r.40 **.30 **.47 ** ** p< 図 4 運動部活動及び学校生活場面における個人的スキルと精神的回復力の関係

12 まとめ注 1 1 r=.63, p<.001 r=.66, p< r=.48, p<.001 r=.63, p<.001 文献 Collins, K., Gould, D., Lauer, L., and Chung, Y. 2009Coaching life skills through football: Philosophical beliefs of outstanding high school 12

13 football coaches. Journal of Coaching Science, 3 1: Danish, S.J., Petitpas, A.J., and Hale, B.D Psychological interventions: A life development model. In: Murphy, S.M.Ed.Sport psychology interventions. Human Kinetics: Champaign, IL, pp Gould, D., Collins, K., Lauer, L., and Chung, Y Coaching life skills through football: A study of award winning high school coaches. Journal of Applied Sport Psychology, 191: : : Kormelink, H. and Seeverens, T. 1997The coaching philosophies of Louis van Gaal and the Ajax coaches. Reedswain Inc.: Pennsylvania Masten, A.S., Best, K.M., and Garmezy, N Resilience and development: Contributions from the study of children who overcome adversity. Development and Psychopathology, 2 : : p : : : : : : : : :

THE JAPANESE JOURNAL OF PERSONALITY 2007, Vol. 15 No. 2, 217–227

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