This research focuses on the investigations of today’s school sport training model and the potential influences of the curriculum in developing students’ “all around personalities”. Through research in 8 school sport teams from 4 different schools with systematic teaching and sport training in track and field and badminton respectively, the following categories are being investigated: (1) Team Objectives and their award scheme, (2) Teacher professions, (3) Training Time, (4) Coach’s training plan and competition aim, (5) School facilities, (6) Source of budget for sport team, and (7) Strategies for continuous future development. Data analysis then includes questionnaires, interviews and observations to both the student and teacher population to explore the current situation of such model and its potential in future development. Through this research we hope that students’ physical and mental health and their attitude towards after school activities can be enhanced as a result of a systematic development in school activities and training program, and in addition to enhance the development of sports skills and lifelong habit in physical activity. Results from this research are summarized in two main areas: A. Current training situation in Macau School Sport Team 1. All 4 participating track and field teams and badminton teams are being trained based on the objectives in developing all around personality and outstanding sport competition performance. Track and field coaches are rewarded with a banquet and students are rewarded with medals and prizes. On the other hand, badminton coaches do not receive any reward. Badminton players are awarded with academic remarks. 2. The main coaches from each team are mostly graduates from physical education profession. For track and field team it is mostly trained by general teachers while the training of badminton teams includes both general teachers and coaches from social sport clubs. 3. Training hours of track and field teams are usually arranged before class and after class with 5 to 6 days (15-18 hours) per week, 4. Facilities of track and field team from Kao Yip School and Lou Hau School are based on school facilities themselves plus some governmental facilities. Badminton teams are then focused mainly on the training from sport clubs. Track and field team in Hou Kong School are trained in school while badminton team runs in cooperation of school itself and sport association. 5. Coach from each school is required to set up the annual training plan, competition objectives for interschool championships and open competitions. 6. All the participating teams are run based on the school itself plus the Education and Youth Affairs Bureau (DSEJ). Facilities for track and field team are provided by school while facilities for badminton team are provided by sport clubs. B. The continuous development in Macau School Sport Team 1. Coaches and students hope that the Government and schools can expand current facilities. 2. Coaches and students hope that sport associations can cooperate with schools for the organization of objective type training and that DSEJ should increase the budget for after school sport training. 3. Coaches and students hope that the Government can organize a specialized Sports School or one can mentor in the set up of an organized training system from primary school to secondary school and to university. Expectation in continuous development of sport team training is higher in male athletes than in female athletes. Elite athletes are having a higher expectation in development than in average athletes. Keywords: School sport team, current training model, continuous development model.

本研究目的旨在分析本澳學校運動隊訓練運作現況及可持續發展模式。評估體育課程對培養青少年「全人素質」的潛在影響。通過調查研究澳門四所在體育教學，運動訓練有一定規模的田徑隊及羽毛球隊共8支校隊的主教練23人、運動員200人來作基礎數據資料，主要瞭解從1. 學校運動隊的組隊目標，獎勵機制。2. 師資專業學系。3. 每週、每日訓練總時數。4. 教練指定訓練計劃、參賽目標。5. 學校場館設施。6. 運動隊經費來源。7. 可持續發展對策。調查資料包括一、「學校運動隊訓練模式現況運作調查問卷」，二、「學校運動隊訓練模式現況及發展調查問卷」。（一、）學生部分：調查問卷、訪談、觀察。（二、）教練部分：調查問卷、訪談、觀察。收集到的數據進行資料處理分析。 本研究期望本澳學校課餘運動，對增加學生身心健康，豐富課外生活，發展和提高體育運動技能起着積極作用，更期望通過學校運動隊的組建進行系統的專項運動訓練，提高運動技術水平，實現學生參與運動的終身理念。 資料結果如下： 一、澳門學校運動隊訓練模式運作現況 （一）4所學校田徑及羽毛球隊組建目標均以推廣學校全面素質教育，創造優異的運動成績及發揚校譽為宗旨。對田徑項目獲獎後主教練以宴請慰問為主，羽毛球項目主教練沒有設置任何獎勵機制。田徑運動員以頒發獎狀、獎金、體育成績加分及宴請為多。羽毛球運動員以記功、體育成績加分為主。 （二）各學校田徑及羽毛球運動隊主教練，以師範體育運動教學系專業為多。田徑主教練以本校教師擔任為主。羽毛球訓練工作以本校教師及校外體育會共同合作培訓。 （三）各學校田徑隊訓練時間，早上課前及下午課後訓練佔多。每周訓練5-6天為多，每周訓練總時數在15-18小時最多。 各學校羽毛球隊訓練時間，在下午課後訓練佔多，每周訓練3-4天為多，每周訓練總時數在6-8小時最多。 （四）教資、勞校田徑隊訓練以校內及租借政府設施為主。羽毛球運動隊以參加校外體育會訓練為主。濠江田徑訓練以本校為主，羽毛球以校內及體育會合作培訓。 （五）各學校教練有制定年度訓練計劃、年度參賽目標以全澳學界運動會，全澳青少年公開賽為主。 （六）各學校田徑及羽毛球隊基本運作來源於學校、教青局。田徑隊訓練器材以學校購買，羽毛球以運動員自購或校外體育會提供。 二、澳門學校運動隊可持續發展模式 （一）教練及學生期望政府、學校在訓練場館建設有所增加。 （二）教練及學生期望學校與單項總會共同合作設置運動重點項目，教青局增加學生課餘體育運動訓練經費。 （三）教練及學生期望政府組建澳門青少年運動技術學校，政策指導建立“由小學→中學→大學”體教結合的運動培訓體制。 男運動員對可持續發展的願望高於女運動員。優秀運動員對可持續發展的期望高於普遍運動員。 關鍵詞：學校運動隊、訓練模式運作現況、可持續發展模式