臺灣身心動作教育指導員專業能力指標建構

Abstract

身心學逐漸被廣泛應用於不同的領域，因此專業性和應具備之專業能力的廣度和深度更是重要，建構臺灣身心動作教育指導員專業能力指標，不僅能成為指導員培訓系統的建立指標，並且也能夠作為身心動作指導員自我評鑑、自我成長之依循標準。本研究目的旨在建構身心動作教育指導員專業能力指標，並進一步了解各指標之內涵與各指標之權重。本研究方法分為兩部份，第一部分透過文獻分析、半結構式訪談10位專家學者，以建構身心動作教育專業能力指標之架構與內涵；第二部分以德爾菲法、AHP層級分析法調查10位專家學者之意見，總共20位研究參與者，共三回合之問卷施放，並將專家提供之意見加以分析，以建構身心動作教育指導員專業能力之指標。研究結果發展出臺灣身心動作教育之專業能力指標，包含3項第一級指標構面、8項第二級指標向度、42項第三級指標敘述；並藉由權重分析發現第一級指標構面中專業技能最為重要，第二級指標向度中動作操作能力最重要，第三級指標敘述中在專業知識中以生理解剖知識、身心學理念與哲學思想最重要；在專業能力中以自我覺察能力、表達與區分不同的動作質感、給予建設性的建議與回答問題的能力；在專業態度中以遵循職業道德理論、以及能夠不斷自我提升最為重要。研究結果可提供相關培訓單位指導員之訓練及教學考核、提供實務工作者自我檢視、提供消費者或學生檢視指導員專業性、提供培訓相關單位能夠參考各指標之重要程度來規劃課程之參考。For the development of training Somatic Movement Education Instructor in Taiwan, it is so important to establish a set of competence indicators as the basis for the professional abilities of somatic movement education instructors. Nowadays, Somatics study is gradually widely used in many different areas, so the further study about the professional competence to create the standard of somatic movement education instructors’ professional ability indicator is required in Taiwan. It can provide a guide to the establishment of indicators for training system, and also for somatic movement education instructors’ self-evaluation and self-growth by following the standard. The purpose of this study was to construct the professional competence indicators for training somatic movement education instructors in Taiwan. Through the literature analysis and semi-structured interviews with 10 senior and experienced somatic educators in USA, the framework of somatic movement education professional ability was constructed for the first part of research. Followed by the Delphi method and Analytic Hierarchy Process from 10 experts and scholars in Taiwan, two rounds of the questionnaire were executed, and the consensus agreement of those experts were collected in order to build the somatic movement education professional ability indicators. Research results showed： the professional competency indicators for somatic movement education instructor was established as the final result. There were three dimensions for the first level analysis, eight perspectives for the second level analysis, and 42 indexes for the third level analysis. As to the evaluation of importance, the most important dimension for the first level was professional skill; the most important perspective was themovement operation for the second level analysis; and for the third level analysis, the most important abilities were the knowledge of physiological anatomy, the concept of Somatics, and philosophic idea about body. In the professional abilities, self-awareness, expression of different movement qualities and the abilities of asking questions and providing constructive suggestions were the first three indexes. In the professional attitude, the professional ethics and self-continuous education were the first two indexes.