從教師觀點，探討家校合作對校隊學生全面發展的促進作用：以澳門某中學為例

This study examines how schools and parents can collaborate to support students' balanced growth after joining school sports teams, based on a case study of a secondary school in Macau. As school sports teams play an increasingly significant role in education, students often face challenges managing both training and academic responsibilities, which can lead to stress. However, there is limited research on effective school-parent cooperation in this area.
A simple interview method was employed, involving ten teachers-five homeroom teachers and five physical education teachers-who responded to open-ended questions. The study explored teachers' perspectives on school team training, observed changes in students, current communication practices between parents and teachers, and the impact of this cooperation on student growth.
The findings reveal that participation in school team training enhances students' athletic skills, character development, confidence, and social interactions. However, some students struggle academically or experience mood swings when training demands become excessive. Currently, communication between schools and parents tends to be brief, focusing mainly on practice schedules or academic performance. These interactions, often conducted via WeChat groups or phone calls, lack depth. Moreover, parental involvement decreases as students grow older.
To address these issues, the study suggests that schools and coaches provide students with better support in time management and mental health. Schools should also establish more effective communication frameworks for parents and teachers, coupled with training to strengthen their collaboration. This research fills a gap in the literature and offers practical recommendations for schools and parents to better support students in balancing sports and academics.

本研究以澳門某中學為個案，採用質性研究方法，探討學校與家長如何協作支持學生在加入校運動隊後的均衡發展。隨著校隊在教育中的角色日益重要，學生普遍面臨運動訓練與學業發展的平衡挑戰，由此產生的壓力問題極待關注。然而，目前關於該領域有效的學校與家長合作的研究仍相當匱乏。 研究方法採用深度訪談法，立意取樣選取十名具有代表性的教師(包括五名班主任與五名體育教師)作為研究對象，通過半結構式訪談收集質性資料。研究探討了教師對校隊訓練的看法、學生的變化、家長與教師之間的溝通現狀，以及這種合作對學生成長的影響。 研究結果表明，校隊訓練顯著促進學生在多維度的發展：運動技能的精進、性格特質的塑造、自我效能感的提升以及社會交往能力的增強。然而，當訓練量過大時，部分學生會出現學業表現下滑與情緒調節困難等適應性問題。目前，學校與家長之間的溝通往往比較簡短，主要關注訓練安排或學業表現。這些互動通常透過微信群或電話進行，缺乏深度。此外，隨著學生年齡的增長，家長參與度呈現遞減趨勢。 為解決上述問題，本研究建議學校和教練在時間管理和心理健康方面為學生提供更好的支援。學校也應為家長和教師建立更有效的溝通框架，並進行培訓以加強雙方的合作。本研究填補了相關文獻的空白，並為學校與家長提供具體可行的建議，以期共同促進學生在運動與學業間的均衡發展。