從運動生涯發展階段探討長跑選手資訊行為之樣態

Abstract

臺灣具有規律運動習慣的人口比例逐年提升，慢跑已成為僅次於健走類活動的第二大熱門運動項目，並隨著路跑賽事數量與型態的多元化，逐漸成為國人重要的日常體能活動與競賽選擇。然而，相較於其他田徑項目，臺灣長跑選手在國際競技表現尚有進步空間，引發研究者對其運動生涯發展與資訊行為之關注。過去相關研究多聚焦於自我敘說與個人運動經驗反思，缺乏針對長跑選手不同生涯階段之系統性資訊行為探究。本研究結合選手運動生涯發展歷程與資訊行為，補足既有文獻之不足。 本研究採質性取向之個案研究設計，聚焦於長跑選手於其運動生涯歷程中之資訊行為樣態。研究透過半結構式深度訪談及輔以訪談新聞資料，選取符合條件之長跑選手共8位，研究從選手生命歷程出發，建構其運動生涯發展階段，並深入分析資訊需求類型、資訊行動策略、情緒反應與影響因素。 研究發現長跑選手的運動生涯發展階段可分為探索啟蒙、明確專精、穩定維持與多元發展四階段，各階段資訊需求隨目標任務而異，主要涵蓋運動專業、賽事資訊以及未來發展與現況相關三大面向。選手資訊行動展現出主動性與策略性，主要透過人際網絡、網際網路及學校環境等多元管道獲取資訊，並具備資訊評估與分享行為，重視經驗可信度與科學依據，亦展現出透過社群互動進行合作與知識傳遞的行動特質。情緒層面則反映資訊可得性與支援強度之影響，正向經驗可增強搜尋動機，反之則易產生挫折與停滯。研究進一步指出，長跑選手的資訊行為與生涯發展係由外部環境因素與內部個人因素交互建構。外部環境包括教育制度、人際網絡、科技工具與經濟支持等資源；個人因素則涵蓋體能條件、動機興趣、競技目標與生涯規劃等，皆在不同階段發揮關鍵影響。兩者相互作用，共同形塑選手生涯階段與資訊行為之樣貌。 本研究建議建立具階段性的資訊指引與整合型數位平臺，提升資訊可近性與使用效能；同時強化人際支持與知識傳承機制，培養選手資訊素養與自我調適能力。未來研究可結合量化調查與縱貫性追蹤，並拓展至其他運動項目與文化脈絡，以深化運動資訊行為的理論建構與實務應用，作為政策與實務推展之參考。

In Taiwan, the proportion of individuals engaging in regular physical activity continues to grow, with jogging becoming the second most popular activity after walking. As the number and diversity of road running events increase, jogging has become a key form of physical activity and competition. However, Taiwanese long-distance runners still show limited performance in international competitions, drawing attention to their athletic career development and information behavior. Previous studies have mostly focused on personal narratives, lacking systematic exploration of runners’ information practices across different stages of their careers. This study adopts a qualitative case study approach to examine the information behavior of eight Taiwanese long-distance runners. Using semi-structured interviews and supplementary online sources, the study constructs a stage-based model of career development and analyzes the athletes’ information needs, strategies, emotional responses, and influencing factors. Results show that long-distance runners’ careers can be divided into four stages: initiation, specialization, maintenance, and diversification. Information needs vary at each stage and fall into three major categories: professional training, competition-related information, and future or current life development. Runners actively seek and evaluate information through interpersonal networks, online resources, and educational settings. They value credible experience and scientific evidence and often engage in knowledge-sharing within their communities. Their emotional responses to information access range from satisfaction to frustration, depending on availability and support. The study further identifies the dynamic interplay between external factors, such as education, social networks, technology, and funding, and internal factors, including physical ability, motivation, goals, and career planning. This research suggests developing stage-based information guides and integrated digital platforms, along with enhancing interpersonal support and knowledge-sharing mechanisms. Future studies may incorporate quantitative and longitudinal methods and extend to other sports and cultural contexts to deepen theoretical and practical insights.