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학교스포츠클럽의 재미요인이 체육수업 참여에 미치는 영향

Title
학교스포츠클럽의 재미요인이 체육수업 참여에 미치는 영향
Other Titles
A study on the influence of enjoyment factors in school sports club on participation in physical education class
Authors
서송민
Issue Date
2014
Department/Major
교육대학원 체육교육전공
Publisher
이화여자대학교 교육대학원
Degree
Master
Advisors
김경숙
Abstract
The purpose of this study was to verify the influence caused by enjoyment factor in school sports club, which took place in creative experience activities, on the participation in physical education class. In this respect, analysis was conducted on the level of enjoyment factor of school sports club and participation of students in physical education class to identify the influence caused by the level of enjoyment factor in school sports club on participation in physical education class. Furthermore, improvement was to be made in students’ awareness of physical activities as well as provide base line data in the efficient operation of school sports club and physical education class. In order to achieve these goals, 4 middle schools located in Hwaseong-si, Gyeonggido were selected and survey was conducted on 550 students in first and second year of middle school. Amongst the 550 questionnaires that were collected, 137 copies with insincere responses were excluded and 413 copies were applied through the use of SPSS 21.0 statistic program to conduct frequency analysis, descriptive statistics, t-test, One-Way ANOVA, correlation analysis, and multiple regression analysis. Based on the research methods mentioned above, the following results were derived. First, as a result of analyzing the level of enjoyment factor in sports club following personal backgrounds, significant difference was displayed between male students(M=3.56) and female students(M=3.31) in the analysis following the gender. However, significant difference was not displayed in the analysis following the grade level. Additionally, the group which showed satisfaction about school sports club showed significant difference in all aspects of enjoyment factor in school sports club compared to unsatisfied group. Furthermore, significant difference was displayed in peer sociability, game-exercise, emotional conversion, and health development amongst enjoyment factor which followed the participated events. In terms of the difference which followed whether a student participated in private physical education activities, the participating group showed significantly higher number in peer sociability, game-exercise, emotional conversion, health development class ease, and teacher factor. Second, as a result of analyzing participation in physical education class based on personal backgrounds, a significant difference was displayed between male students(M=3.74) and female students(M=3.40) in the analysis based on gender. In the analysis following the grade level, significant difference was not displayed in participation in physical education class. Regarding participation in physical education class following the satisfaction of school sports club, significant difference was displayed between the satisfied group and unsatisfied group in participation in physical education class and degree of interest in physical education class and in the participation in physical education class following the participated events, significant difference was displayed in participation in physical education class, degree of interest in physical education class, and necessity of physical education subject following the event. In the participation following the participation status of private physical education activities, the participating group showed significantly high numbers in participation in physical education class, degree of interest in physical education class, and the necessity of physical education subject. Third, as a result of analyzing the relations between enjoyment factor of school sports club and participation in physical education class, an overall positive relationship was displayed between subcategories of enjoyment factor and an overall positive relationship was displayed between subcategories of participation in physical education class. As a result of observing the relationship between enjoyment factor of school sports club and subcategories of participation in physical education class, it generally showed a positive relationship. This signifies how participation in physical education class is higher as the awareness about enjoyment factor of school sports club is higher. In other words, it was identified that enjoyment factor and participation in physical education class are related. Fourth, as a result of analyzing the influence caused by enjoyment factor of school sports club on participation in physical education class, it was analyzed that enjoyment factor of school sports club had positive influence on the participation in physical education class and it was presented that enjoyment factor of school sports club held 38.9% explanation power regarding the participation in physical education class. Amongst subcategories of enjoyment factor in school sports club, it was displayed that emotional conversion, game-exercise and health development caused positive influence on the participation of physical education class Between the enjoyment factor, peer sociability, class easiness, and teacher factor were not statistically significant with .05 but it was displayed that it caused positive influence on participation in physical education class to a certain degree. Based on the findings in this study, it was displayed that enjoyment factor of school sports club caused positive influence on the participation in physical education class. In particular, it is considered that the research result, which presented that participation in physical education class will increase as the emotional conversion amongst enjoyment factor of school sports club is higher, can be applied as base data to heighten participation in physical education class. Therefore, when instructing a school sports club, teachers should provide a great number of opportunities so that students can convert their emotions and release stress through the activities and the overall level of enjoyment factor of school sports club should be heightened to enhance students awareness about participation and interest in school physical education class, class attitude, and the necessity of physical education subject. Furthermore, fun of school sports club activities should broaden into physical education class and lifelong physical education in order to function as a base for students to live healthy and pleasant lives.;본 연구의 목적은 창의적 체험활동 시간에 이루어지는 학교스포츠클럽의 재미요인 수준에 대해 파악하고, 학교스포츠클럽 재미요인의 수준이 체육수업 참여에 어떠한 영향을 미치는지 규명하며 더 나아가 학생들의 신체활동 인식 개선과 함께 학교스포츠클럽과 체육수업의 효율적 운영에 기초 자료를 제공하는데 있다. 이러한 연구목적을 달성하기 위하여 경기도 화성지역에 소재한 중학교 4개교를 선정하여 1, 2학년 학생 550명을 대상으로 설문조사를 실시하였으며, 회수된 550부의 설문지 중 불성실하게 응답한 137부의 설문지를 제외한 413부를 SPSS 21.0 통계 프로그램을 이용하여 연구문제에 따라 빈도분석, 기술통계, T-test, One-Way ANOVA, 상관관계분석, 다중회귀분석을 실시하였다. 이상의 연구방법을 통하여 다음과 같은 연구결과를 도출하였다. 첫째, 개인적 배경에 따른 스포츠클럽의 재미요인 수준을 분석한 결과, 성별에 따라 남학생(M=3.56)과 여학생(M=3.31)간의 유의미한 차이가 나타났고, 학년에 따라서는 유의미한 차이가 나타나지 않았다. 또한 학교스포츠클럽에 만족하는 집단이 만족하지 않는 집단에 비해 학교스포츠클럽의 재미요인 전 영역에서 유의미한 차이를 보였고, 참여종목에 따라서는 재미요인 중 친구사교, 게임-운동, 정서전환, 건강발달 요인에서 유의미한 차이가 나타났다. 과외체육활동의 참여유무에 따른 차이에서는 참여하는 집단이 친구사교, 게임-운동, 정서전환, 건강발달, 수업용이, 교사요인에서 유의미하게 높은 것으로 나타났다. 둘째, 개인적 배경에 따른 체육수업 참여를 분석한 결과, 성별에 따라 남학생(M=3.74)과 여학생(M=3.40)간에 유의미한 차이가 나타났고, 학년에 따라서는 체육수업 참여에서 유의미한 차이가 나타나지 않았다. 학교스포츠클럽 만족에 따른 체육수업 참여는 만족하는 집단이 만족하지 않는 집단에 비하여 체육수업 참여도와 체육교과 관심도에서 유의미한 차이를 보였고, 참여종목에 따른 체육수업 참여에서는 종목에 따라 체육수업 참여도, 체육교과 관심도, 체육교과 필요성에서 유의미한 차이가 나타났다. 과외체육활동의 참여유무에 따른 차이에서는 참여하는 집단이 체육수업 참여도, 체육교과 관심도와 체육교과 필요성에서 유의미하게 높은 것으로 나타났다. 셋째, 학교스포츠클럽의 재미요인과 체육수업 참여의 관계를 분석한 결과 재미요인의 하위항목 간에 전체적으로 정적인 상관관계를 보였으며, 체육수업 참여의 하위항목 간에도 전체적으로 정적인 상관관계를 보였다. 학교스포츠클럽의 재미요인과 체육수업 참여의 하위항목 간의 관계를 살펴본 결과, 전체적으로 정적인 상관관계를 보이는데, 이는 학교스포츠클럽 재미요인에 대한 인식 수준이 높을수록 체육수업 참여도 높음을 의미한다. 즉, 재미요인과 체육수업 참여는 서로 관련되어 있음을 알 수 있었다. 넷째, 학교스포츠클럽의 재미요인이 체육수업 참여에 미치는 영향을 분석한 결과, 학교스포츠클럽의 재미요인이 체육수업 참여에 정적 영향을 미치는 것으로 분석되었으며, 학교스포츠클럽의 재미요인은 체육수업 참여에 대해 38.9%의 설명력을 지니고 있는 것으로 나타났다. 학교스포츠클럽 재미요인의 하위항목 중 게임-운동과 정서전환, 건강발달 요인은 체육수업 참여에 정적인 영향을 미치는 것으로 나타났다. 재미요인 중 친구사교와 수업용이, 교사요인은 유의수준 .05에서 통계적으로는 유의하지 않았으나 체육수업 참여에 정적 영향을 미치는 것으로 나타났다. 본 연구의 결과를 통해 살펴본 결과, 학교스포츠클럽의 재미요인은 체육수업 참여에 긍정적인 영향을 준다는 것을 알 수 있었다. 특히 학교스포츠클럽의 재미요인 중 게임-운동과 정서전환, 건강발달의 재미수준이 높을수록 체육수업 참여가 증가한다는 연구결과는 체육수업 참여를 증진시키기 위한 기초적 자료로써 의미가 있을 것으로 사료된다. 그러므로 교사는 학교스포츠클럽의 지도 시에 학생들이 게임과 운동할 수 있는 환경을 제공하고, 정서전환과 스트레스를 해소할 수 있는 기회를 제공하며, 건강을 증진할 수 있도록 하여야 한다. 이를 통해 전반적인 학교스포츠클럽의 재미요인 수준을 높여주어 학생들의 체육수업 참여도와 관심도, 수업 태도, 체육교과 필요성에 대한 인식을 높여주어야 한다. 더 나아가 학교스포츠클럽활동의 재미가 체육수업과 평생체육으로 전이되어 학생들이 건강하고 행복한 삶을 살아가는데 토대가 될 수 있도록 해야 할 것이다.
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