課程目的：
<br>本學期本課程的主要探討運動社會心理學的幾個議題，
<br>1. Coaching fr<x>amework
<br>  1.1 USOC Quality Coaching fr<x>amework
<br>  1.2 European Sport Coaching fr<x>amework
<br>
<br>2. 教練選手關係
<br>  1.1 運動社會心理學（師大書苑）。第一到三章。
<br>  2.2 Mageau, G. A., & Vallerand, R. J. (2003). The coach–athlete relationship: A 
<br>motivational model. Journal of Sports Science, 21(11), 883-904.
<br>  2.3 Felton, L., & Jowett, S. (2017). Self-determination theory perspective on 
<br>attachment, need satisfaction, and well-being in a sample of athletes: A 
<br>longitudinal study. Journal of Clinical Sport Psychology, 11(4), 304-323. 
<br>
<br>3. 體罰
<br>  3.1 高三福、李伯倫、謝明輝（2016）。教練的領導威權、體罰、管教與責備：零體罰的思考。中
<br>華體育季刊，30，229-236。
<br>  3.2 高三福、潘緯澄、李伯倫、葛記豪、Robert Schinke、陳忠強（2022）。反思教練體罰為介入
<br>策略的教學實踐研究：檢視華人領導與動機氣候的改變。體育學報。
<br>  3.3 Resolution on Physical Discipline of Children By Parents by APA 
<br>https://www.apa.org/news/press/releases/2019/02/physical-discipline
<br>  3.4 Position Statement on Physical Punishment (2021) by The American 
<br>Psychoanalytic Association (APsaA)
<br>  3.5 Gershoff, E. T., Goodman, G. S., Miller-Perrin, C., Holden, G. W., Jackson, 
<br>Y., & Kazdin, A. E. (2019). There is still no evidence that physical punishment is 
<br>effective or beneficial: Reply to Larzelere, Gunnoe, Ferguson, and Roberts (2019) 
<br>and Rohner and Melendez-Rhodes (2019). 
<br>
<br>4. 邀請演講：待確定。
<br>