예술계, 비예술계 출신 성인들의 여가생활 만족도 차이

Abstract

우리는 체육교육을 통해 건전한 여가활동이 일생에서 중요하다는 사실을 이해하도록 교육받을 필요가 있다. 체육교육을 통해 여가활동의 긍정적인 측면과 효과를 이해하고, 자기 존중, 자율성의 욕구를 배우도록 하며, 다양한 여가의 경험을 쌓을 수 있기 때문이다. 하지만 특수목적을 가지고 설립된 예술계 고등학교에서는 학교의 설립 및 수업 목적에 따라 예술 공연과 대회 준비를 앞둔 부상의 우려 등의 문제로 인하여 많은 체육 수업 시수가 생략되고 있다, 이처럼 충분한 체육교육이 이뤄지지 못하고 있기 때문에 체육교육 경험이 적은 예술계 고등학교 출신 성인들과 체육교육 경험이 많은 비예술계 고등학교 출신 성인들의 여가생활 만족도를 비교해볼 필요가 있다. 본 연구의 목적은 예술계, 비예술계 고등학교 출신 성인들의 과거 체육수업 경험이 현재 여가생활에 미치는 영향의 비교를 통하여, 예술계 고등학교 학생들에게 보다 체계적인 체육 수업 경험을 제공하고, 더 나아가 여가생활을 통한 행복추구, 건강 유지, 삶의 만족을 높이는데 필요한 자료를 제공하는 것이다. 본 논문에서의 연구방법은 서울 및 인 본 조사는 2019년 4월 11일부터 5월1일까지 이루어졌으며, 4개의 학교에 420부를 인천, 경기지역에 위치한 예술계, 비예술계 졸업생(2년 미만)대상으로 비확률적 표본추출법(non-probability sampling) 중에 편의표본추출법(convenience sampling)을 통해 선정하였다. 배포한 후 모두 회수하였다. 회수한 설문지 중 다중응답 또는 누락응답, 불성실한 설문지를 제외하고 400부를 최종 분석에 사용하였다. 본 논문에서 논의점은 예술계 고등학교와 비예술계 고등학교 출신 성인들의 체육수업 경험에 따른 수업 만족도 차이다. 학교 계열을 예술계와 비예술계로 나누어 체육수업 만족도를 분석하였을 때 예술계와 비예술계 고등학교의 체육수업 시수는 동일하지만 예술계보다 비예술계 고등학교 출신 성인들이 체육수업 만족도가 더 높게 나왔으며 체육수업의 빈도가 예술계 고등학교는 1~2번, 비예술계 고등학교는 2~4번으로 비예술계 고등학교의 체육수업 빈도가 더 높은 것으로 나타났다. 예술계 고등학교가 비예술계 고등학교보다 체육수업 일수가 적어 체육경험이 적을 뿐이니 만족도에서 있어서는 많은 차이가 없다고 볼 수 있다. 그러나 본 연구의 결과처럼 예술계 고등학교는 체육 수업 일수나 시수가 비예술계 고등학교 보다 적게 진행되고 있다 보니 만족도도 적게 나올 수밖에 없다고 분석된다. 학교에서 진행된 체육수업 참여경험이 졸업 후 여가활동에 어떤 관계가 있으며, 여가생활 만족도에 미치는 영향에 대해서 분석하였고 본 연구의 결과를 바탕으로 다음과 같이 결론이 나왔다. 여가생활 만족도를 심리적, 교육적, 사회적, 휴식적, 신체적, 환경적으로 6가지 요인으로 나누어 설문지를 구성하여 조사를 하였다. 여가생활 만족도의 신뢰도는 6가지 요인이 대체적으로 높게 나왔다. 비예술계 고등학교 출신 성인들이 대체적으로 예술계 출신 성인들 보다 환경적, 사회적, 심리적, 교육적, 휴식적으로 여가활동의 만족을 크게 느끼고 있다는 것을 알 수 있다. 예술계, 비예술계 고등학교 출신 성인들 모두 체육수업이 많이 이루어지지 않음에도 불구하고 체육수업만족도가 높을수록 여가생활 만족도도 같이 높아지는 것을 설문조사를 통해 나타났다. 여가생활 만족도의 하위 6가지 요인이 체육수업 만족도에도 같은 영향을 미치기 때문에 여가생활 만족도와 체육수업 만족이 연관성이 없다고 할 수 없다. 본 연구를 통해 예술계 고등학교 체육수업을 조금 더 활성화 시켜 졸업 후에도 여가활동에 더 만족하고 참여 빈도가 늘어나기를 바래본다. 더 나아가 체육수업 참여만족도를 높여 고등학교 졸업 후 여가생활을 더욱 활발하게 하고 만족도를 높여 많은 사람들이 현대사회 생활을 여유롭게 즐길 수 있도록 기대해 본다.;We need to be educated through physical education to understand the fact that healthy recreation is important in life. This is because through physical education, one can understand the positive aspects and effects of leisure activities, learn the desire for self-respect and autonomy, and gain experience of various leisure activities. However, the arts high school, which was established with special purpose, has not been able to provide sufficient physical education as many physical education classes have been omitted due to concerns over art performances and injuries ahead of preparation for the competition, depending on the purpose of the school. Due to these problems, adults from art high schools with less experience in physical education may feel that the wall of leisure activities is relatively higher than adults from non-art high schools with more experience in physical education. In this sense, it is necessary to compare the satisfaction level of leisure life between adults from art high schools with less experience in physical education and adults from non-art high schools with more experience in physical education. The purpose of this study is to provide more systematic physical education class experience to art high school students through comparison of the effects of past physical education class experience on current leisure life of adults from art and non-art high schools, and further to provide the materials necessary to pursue happiness, maintain health and enhance life satisfaction through leisure life. The method of research in this paper was conducted from April 11 to May 1, 2019, and 420 copies were selected in four schools and selected through the Convenience Sampling method among non-probability sampling methods for non-probability graduates (less than two years) who are located in the Gyeonggi area. All were recovered after distribution. 400 copies of the collected questionnaire were used in the final analysis, excluding multiple or missing responses and insincere questionnaires. In this paper, the discussion points can be summarized in two ways: first, the difference in satisfaction of classes according to physical education classes of art high schools and non-art high schools. According to the analysis of satisfaction in physical education classes by dividing the school's categories into art and non-artistic, adults from non-art high schools were more satisfied with physical education classes than the art world, and non-art high schools were more frequent with one to two times and two to four times. Art high schools have fewer days of physical education than non-art high schools, so there is not much difference in satisfaction. However, according to the results of this study, art high schools have fewer days and hours of physical education classes than non-art high schools, which inevitably lead to less satisfaction. Secondly, it has an effect on the satisfaction of leisure life based on past high school physical education class experience. The satisfaction level of leisure life was analyzed by dividing into social, physical, restful, psychological, environmental and educational aspects. The frequency and time of leisure activities can be said to be proportional to the satisfaction of leisure life, and the frequency and time also appear to be affected by the frequency of sports class experience. Depending on the experience of physical education classes, the satisfaction level of leisure life increases and more leisure life experiences can be seen. Adults from non-artistic high schools generally showed higher satisfaction with leisure than those from art high schools. Social, physical, restful, environmental, psychological, and educational satisfaction were all higher among adults from non-artistic high schools than art high schools. In the past, school sports classes were related to leisure life and cannot be ruled out in leisure life. It is expected that the frequency or satisfaction of leisure life will gradually increase through the small experiences learned in school sports classes. The study was conducted on adults from arts high schools and non-art high schools through questionnaires. We analyzed how the experience of participating in physical education classes at school related to leisure activities after graduation and the impact on the satisfaction level of leisure life. Based on the results of this study, it was concluded that: First, the number of physical education classes for art high schools and non-art high schools was prescribed by the Office of Education, but the number of physical education classes was high once a week for art high schools, and three times a week for non-art high schools. This shows that the frequency and duration of leisure life have a significant impact on the number of high school physical education classes, and adults from non-artistic high schools are more satisfied with physical education classes in the past than adults from art high schools. The reliability of leisure satisfaction was generally high in six factors. It can be seen that adults from non-artistic high schools generally feel greater satisfaction in leisure activities than those from the art world. And we can see that the relationship between satisfaction in physical education class and satisfaction in leisure life is clearly related. The survey showed that adults from both arts and non-artistic high schools do not have many physical education classes, but the higher the satisfaction level of physical education classes, the higher the satisfaction level of leisure life. Since the bottom six factors of satisfaction in leisure life have the same effect on satisfaction in physical education classes, satisfaction in leisure life and satisfaction in physical education classes cannot be said to be irrelevant. Through this study, we hope to boost physical education classes at high schools in the arts a little more, so that they will be more satisfied with leisure activities and participate more frequently after graduation. Furthermore, regardless of the high school affiliation, we hope that many people can enjoy modern society life leisurely by increasing satisfaction in participating in physical education classes and increasing satisfaction after graduating from high school.