为什么有些人比其他人更能从教练中做出反应和发展? 对教练能力及其组成部分进行系统审查
Stephen MacGabhann1,2, Phillip Newman1, Jeremy Witchalls1
1Faculty of Health, Research Institute for Sport and Exercise, University of Canberra, Canberra, ACT, Australia.
Sports medicine (Auckland, N.Z.)
|July 12, 2025
概括
辅导能力是学习和表现的关键因素,被定义为对自我改进的反采取行动的意愿和能力. 本综述综合了其核心组成部分,以便更好地理解和应用.
科学领域:
- 心理学 心理学 心理学
- 运动科学 运动科学 运动科学
- 组织行为 组织行为
背景情况:
- 可教性是提高不同领域学习和表现的关键心理构造.
- 尽管它具有公认的重要性,但在科学文献中仍然难以捉摸可教性的明确定义和确定的组成部分.
研究的目的:
- 建立一个关于可教性的共识定义.
- 在现有研究中确定可教性的一致组成构造.
主要方法:
- 对53篇文章 (41篇研究,12篇灰色文献) 进行了系统审查,涵盖了五十年的时间.
- 采用搜索和选方法来确定有关可训练性的相关文献.
主要成果:
- 训练能力的定义各不相同,但始终被视为一个多组件构造.
- 他们确定了可辅导能力的六个相互关联的维度:注意力,学习意愿,坚持,寻求反,接受反和反实施.
- 一个综合的共识定义出现了:一个人的意愿和能力寻求,接收,并对反采取行动,以持续自我发展和提高绩效.
结论:
- 建议进行进一步的研究,以完善和验证可训练性评估仪器.
- 未来的研究应该验证已识别的组件,确认它们与发育结果的关系,并探索优化教练能力的策略.
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