一、 實際應用建議
(一) 建議教練多塑造賦權動機氣候
本研究結果顯示，當運動員知覺到賦權動機氣候時，自主性、勝任感、關係感會 得到滿足，進而提升運動員的內在動機。因此建議教練保持良好的自主支持、工 作涉入及社會支持的動機氣候，多給予運動員提供選擇的，徵求運動員的投入和 參與，作出指導時會給予合理的原因；繼而多強調努力、學習、精熟技巧，強調
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運動員專注在自己的進步；讓運動員感受到教練的關懷，照顧與尊重，教練應看 待運動員為一個人而不是比賽機器，不管運動表現的好壞都能接納運動員，從而 滿足運動員的自主性、勝任感及關係感，進而提升內在動機。
(二) 建議教練避免塑造削權動機氣候
本研究結果發現，當運動員知覺到削權動機氣候時，自主性、勝任感、關係感會 下降，而影響到運動員的內在動機降低。因此提出教練可以減少塑造控制及自我 涉入的動機氣候，應該盡量降低恐嚇、或利用酬賞和懲罰來控制運動員的行為；
也該避免強調表現、勝過別人打敗別人及運動員之間的競爭，從而避免運動員的 自主性、勝任感及關係感下降，而導致內在動機受損。
二、 未來研究建議
(一) 本研究為單一時間點的橫斷式研究，只能考驗變項之間的相關性，建議未來可 以使用縱貫式研究來探討賦權與削權動機氣候對運動員自主性、勝任感、關係感 和內在動機的關係。國內研究者可以嘗試與教練合作把賦權動機氣候應用在競技 運動員身上，進一步探討自主性、勝任感、關係感和內在動機的短期及長期變化 情況。
(二) 從本研究結果看出關係感與動機氣候的連結相對於自主性和勝任感都比較 低，對於過去研究中自主性、勝任感、關係感中介效果不一致的情況，Blanchard 與Vallerand (2009) 提出在不同環境之下可能自主性和勝任感比較重要，例如個人 運動項目，在其他環境下可能勝任感和關係感來得重要，例如團隊運動項目。而 本研究對象為大專甲組團隊運動項目的運動員，但Vallerand (1997) 提出關係感的 重要性可能來自三個原因，任務的性質(個人或團隊運動)；進行活動的環境(休閒 或精英比賽水平；個人特質。本研究對象是團隊運動項目，是高水平的甲組運動
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員。因此未來研究可以探討高水平的個人運動項目是否有不一樣的研究發現。
(三) 本研究是以運動員主觀填寫量表的方式進行測量，Smith 等人 (2016) 的研究發 現運動員所知覺到教練塑造賦權與削權動機氣候和教練知覺到自己所塑造的賦權 與削權動機氣候是差不多的，但與觀察記錄的分數作比較，在賦權動機氣候觀察 的分數比知覺的分數低，而削權動機氣候觀察的分數比知覺的分數高。國內學者 可以嘗試同時測量運動員知覺動機氣候，教練知覺動機氣候，及觀察的動機氣候，
探討國內在主觀知覺與客觀觀察之間是否存在差異。
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18.教練有自己偏愛的選手。 1 2 3 4 5 6 7
19.教練在比賽時只會讚美表現最好的選手。 1 2 3 4 5 6 7 20.教練要求選手執行某些事情時，會解釋為什麼要這樣做比較好。 1 2 3 4 5 6 7 21.教練確信每位選手在團隊中都扮演重要的角色。 1 2 3 4 5 6 7 22.為了讓選手去做某些事情，教練會在眾人的面前對選手大吼大叫。 1 2 3 4 5 6 7 23.教練認為只有最好的選手才能上場比賽。 1 2 3 4 5 6 7 24.教練僅允許表現好的選手，在訓練後做他們想做的一些事情。 1 2 3 4 5 6 7 25.為了讓選手服從，在訓練時教練會威脅要懲罰選手。 1 2 3 4 5 6 7 26.教練只有對發揮出色的選手，給予獎品的酬賞或讚美。 1 2 3 4 5 6 7 27.教練會敞開心胸傾聽選手的想法，不會評斷選手的個人感受。 1 2 3 4 5 6 7 28.教練認為每位球員對團隊成功都是重要的。 1 2 3 4 5 6 7 29.為了完成訓練，教練經常利用酬賞或讚美的方式來控制選手。 1 2 3 4 5 6 7 30.教練鼓勵選手幫助隊友學習。 1 2 3 4 5 6 7 31.教練會干涉選手運動以外的個人生活。 1 2 3 4 5 6 7 32.教練認為選手因為喜歡或享受而參與運動是重要的。 1 2 3 4 5 6 7 33.教練喜歡某些選手勝過喜歡其他人。 1 2 3 4 5 6 7 34.教練鼓勵選手充分合作像是一個團隊。 1 2 3 4 5 6 7
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