초등 체육전담교사의 온라인 체육 수업 경험에 대한 자문화기술지

김정희 한국초등체육학회 2023 한국초등체육학회지 Vol.29 No.1

This study aims to present the direction and specific teaching methods of future physical education classes by exploring the experience of online physical education classes of elementary physical education teachers in a situation where they cannot go to school altogether due to COVID-19. To this end, it was studied through the research method of the advisory technology magazine, and data such as teacher reflection log, class plan, class video recording data, class evaluation data, and interview data were collected and analyzed. As a result of the study, elementary physical education teachers should first select a class platform to communicate with students. They are interactive communication class windows such as ZOOM, shared boards such as PADLET, video and assignment boards such as e-learning centers, and evaluation tools. Second, you need to produce class materials suitable for online classes. They are video data, detailed explanation data, discussion data, and evaluation data that can be used online. Third, it is necessary to secure a connection with school classes. Depending on the COVID-19 situation, the class situation frequently changes to full-scale school classes, online and school parallel classes, and full-scale remote classes. Therefore, when school classes are conducted at any time, online physical education classes should be conducted so that they are connected. Fourth, teachers should be physical education creators. Online classes in physical education subjects are likely to be conducted in a way that conveys theoretical knowledge. Physical activities, which are the natural goals of physical education that can be done through interactive classes, should be sufficiently carried out. As such, the direction and teaching method of school physical education classes are rapidly changing. Teachers should prepare well for this so that important physical education classes for students are operated with value. 본 연구는 코로나-19로 인하여 전면 등교가 불가한 상황 속에서 초등 체육전담교사의 온라인 체육 수업의 경험을 탐색함으로써, 미래 체육 수업의 방향과 구체적인 수업 방법을 제시하는데 있다. 이를 위해 자문화기술지 연구 방법을 통해 연구하였으며 교사반성일지, 수업계획안, 수업 영상 녹화자료, 수업 평가자료, 면담자료 등의 자료를 수집하여 분석하였다. 연구 결과, 초등 체육전담교사는 첫째, 학생들과 소통할 수업 플랫폼을 선택해야 한다. ZOOM과 같은 쌍방향 소통 수업 창구, PADLET과 같은 공유 게시판, e학습터와 같은 영상 및 과제 게시판, 평가 도구 등이다. 둘째, 다양한 체육 수업 콘텐츠를 마련해야 한다. 온라인에서 활용할 수 있는 영상자료, 자세한 설명자료, 토론자료, 평가자료 등이다. 셋째, 온․오프라인 수업의 연계성을 확보해야 한다. 코로나-19 상황에 따라, 전면등교 수업, 온라인과 등교 병행수업, 전면 원격수업 등으로 수시로 수업 상황이 변한다. 따라서, 언제든지 등교수업이 실시될 때, 연계성을 가지도록 온라인 체육 수업을 실시해야 한다. 넷째, 교사는 체육 크리에이터가 되어야 한다. 체육교과의 온라인 수업은 이론적 지식을 전달하는 방식으로 이루어지기 쉽다. 쌍방향 수업을 통해서 할 수 있는 체육 본연의 목표인 신체활동을 충분히 실시해야 한다. 이처럼 학교 체육 수업의 방향과 수업 방법이 급격하게 변화하고 있다. 교사는 이에 잘 대비하여 학생들에게 중요한 체육 수업이 가치 있게 운영되도록 해야 할 것이다.

교양체육 수강횟수 및 수업참여도와 체육가치관의 관계

안주미(An, Ju-Mi),박주영(Park, Joo-Young),진현주(Jin, Hyun-Joo) 한국체육과학회 2018 한국체육과학회지 Vol.27 No.6

The purpose of this study is to investigate the relations of the number of attendance and academic engagement in physical education classes with physical education values on the subject of students taking the classes. The research subjects were selected from university students taking physical education classes in Seoul and Gyeonggi area, and surveys were carried out on 400 students by purposive sampling method. Total 324 participants were used for analysis. The collected data were analyzed by frequency analysis, descriptive analysis, exploratory factor analysis, reliability analysis, one-way ANOVA, correlation analysis and multiple regression analysis in the SPSS WIN Ver 18.0. Results are as follows. First, by analyzing relation of the number of attendance in physical education classes with the physical education values, it is shown that there was not statistically significant relation between the number of attendance in physical education classes and the physical education values. Second, by analyzing the effects of academic engagement in physical education classes on the physical education values, it is found that degree of engagement, engagement environment and engagement experience affected the physical education values significantly. By this study, we found that the academic engagement in physical education classes could affect physical education values. Therefore, active academic engagement in physical education classes can be utilized as a tool to enhance physical education values.

중등 체육교사의 통합체육수업에 대한 인식 분석을 통한 개선 방안 탐색

윤진주,박종률 한국특수체육학회 2024 한국특수체육학회지 Vol.32 No.3

본 연구의 목적은 일반 학교 현장에서 이루어지고 있는 중등 체육교사의 통합체육수업에 대한 인식을 분석하고 이를 통해 통합체육수업의 개선 방안을 탐색하는 것이다. 이를 위해 중등 체육교사 46명을 대상으로 자신이 경험한 통합체육수업에 대해 개방형으로 답하도록 하였고, 각 범주로 분류된 응답 내용은 Excel 프로그램으로 빈도와 백분율을 산출하였다. 연구 결과는 첫째, 대부분의 중등 체육교사는 특수교육 대상학생들을 매년 지속적으로 지도하고 있었으며, 지적장애 학생들을 가장 많이 만나는 것으로 드러났다. 둘째, 많은 중등 체육교사들은 통합체육수업 시 교수・학습 방법을 가장 많이 고려하는 것으로 나타났다. 셋째, 통합체육수업의 어려움으로는 통합체육수업 요인, 특수교육 대상학생의 개별 특성적 요인, 체육교사 내적 요인 등이 보고되었다. 넷째, 성공적인 통합체육수업을 위해 필요한 노력으로는 통합체육수업을 위한 환경적 지원이 절실한 것으로 도출되었다. 이러한 연구 결과를 바탕으로 통합체육수업에 대한 인식 개선의 필요성과 통합체육수업 지원 방향에 대해 논의하였다. 성공적인 통합체육수업을 위한 후속 연구로 통합체육수업 실천을 위한 중등 체육교사의 역량모델 개발, 학교체육에서 통합체육 지원모델 개발을 제안하였다. This study aims to analyze secondary physical education teachers' perceptions of inclusion in physical education classes taught in general schools and explore ways to improve inclusion in physical education classes. For this purpose, data were collected through an open-ended questionnaire targeting 46 secondary physical education teachers, and the responses were analyzed. The study results were, first, that most secondary physical education teachers continued to teach students with disabilities every year and that they met students with intellectual disabilities the most. Second, many secondary physical education teachers considered teaching and learning methods the most when teaching inclusion physical education classes (IPEC). Third, the difficulties in the inclusion of physical education classes were reported to include factors of inclusion of physical education classes, individual characteristics of students subject to special education, and internal factors of physical education teachers. Fourth, it was revealed that environmental support for inclusion in physical education classes is desperately needed as a necessary effort for successful inclusion in physical education classes. This underscores the urgency of the situation. Based on these research results, the need to improve awareness of inclusion in physical education classes and the direction of support for inclusion in physical education classes were discussed. As a follow-up study for the successful inclusion of physical education classes, we proposed developing a competency model for secondary physical education teachers to practice the inclusion of physical education classes and the development of an inclusion physical education support model in school physical education.

코로나 19 시기 체육수업 유무에 따른 남녀 중학생의 학교 영역 신체활동 특성 분석

심판준,이규일 한국스포츠교육학회 2023 한국스포츠교육학회지 Vol.30 No.1

The purpose of this study is to measure the physical activity of boys and girls middle school students in the school area (work and overall, rest time, physical education class) using a 3D accelerometer, and analyze their characteristics according to the presence or absence of physical education class and gender. The subjects of the study were 117 students attending D Middle School in D Metropolitan City (boys: 62, girls: 55). The measured data were entered in Actilife v.6.11.9 and classified into physical activities by intensity (seated, low intensity, MVPA). Descriptive statistical analysis and independent sample t-test were performed using the SPSS 29.0 statistical program. The results of the study were as follows. First, the rate of achieving the recommended standards for school work and overall physical activity was 23.5% (boys: 36.2%, girls: 9.1%). Second, in terms of the presence or absence of physical education classes, MVPA was meaningful in the entire school work(day of the physical education classes), and it was meaningful in the break time (day without physical education classes). Third, in terms of gender, girls students' physical activity was negative compared to boys students in all areas of school (school work, whole, rest, and physical education classes), except for low-intensity activities in physical education classes. In conclusion, the level of physical activity of middle school students during the COVID-19 period was generally reduced, and in particular, it was confirmed that the areas and targets with severe decline were physical education classes and girls students, respectively. Finally, a research topic in the future was proposed. Work area and break time area, and PE class In the domain, significant differences were identified only at the level of sedentary activity (male <female) and MVPA (male>female). In conclusion, the presence or absence of physical education classes was identified as a factor influencing physical activity in adolescence. Based on the research results and discussions, plans and research topics for improving physical activity in school work were proposed. 본 연구의 목적은 3차원 가속도계를 활용하여 남녀 중학생의 학교 영역(일과 전체, 쉬는 시간, 체육수업) 신체활동을 측정하고, 체육수업 유무와 성별에 따라 그 특성을 분석하는 것이다. 연구 대상은 D광역시 D중학교에재학 중인 117명(남학생: 62명, 여학생: 55명)이었으며, Actigraph사에서 개발한 3차원 가속도계(GT3X 모델)을 활용하여 신체활동을 측정하였다. 측정된 자료를 신체활동 분석 프로그램(Actilife v.6.11.9)에 입력하여 신체활동을 강도별(좌식, 저강도, MVPA)로 분류하였으며, SPSS 29.0 통계프로그램을 활용해 기술통계분석, 독립표본 t 검정을 실시하였다. 연구결과는 다음과 같았다. 첫째, 학교 일과 내 세부 영역별 신체활동권장 달성율은 일과 전체(23.5%), 쉬는 시간(18%), 체육수업(0.9%) 순으로 나타났다. 둘째, 체육수업 유무측면에서, 학교 일과 전체(체육수업이 있는 날>없는 날)와 쉬는 시간(체육수업이 있는 날<없는 날)의 MVPA에서 유의한 차이가 나타났다. 셋째, 성별 측면에서, 체육수업의 저강도 활동을 제외한 학교 내 모든 영역(학교일과 전체, 쉬는 시간, 체육수업)에서 여학생의 신체활동이 남학생에 비해 저조한 것(좌식 활동: 남<여, 저강도 활동: 남>여, MVPA: 남>여)으로 나타났다. 결론적으로, 코로나 19 시기 중학생의 학교 전 영역의 신체활동 수준은 감소하였고, 특히 체육수업과 여학생에게서 신체활동 문제가 보다 심각한 것으로 확인되었다. 마지막으로, 향후 연구 주제를 제안하였다.

중등학생이 인식하는 체육교사의 전문성과 운동 참여 동기 및 체육수업 행복의 관계

윤찬수,김현식 한국체육교육학회 2020 한국체육교육학회지 Vol.24 No.4

Purpose: The purpose of this study was to empirically investigate the relationship between physical education teacher's professionalism and motivation to participate in sports and happiness in physical education class perceived by secondary school students. Method: For this purpose, this study analyzed the data collected from 296 students in middle and high school located in Seoul Metropolitan Area. Collected data were analyzed for the purpose of research by using statistical programs SPSS 23.0 and AMOS 23.0. After analyzing technical statistics, study conducted exploratory factor analysis, confirmatory factor analysis and reliability analysis to investigate the validity and reliability of the research tools. Then, study also performed correlation analysis and multiple regression analysis. Results: Through this research process, following conclusions were drawn out; first, physical education teachers’ professionalism perceived by secondary school students has a significant effect on their motivation to participate in sports. Second, secondary school students’ motivation to participate in sports has a significant effect on their happiness in physical education classes. Third, physical education teachers’ professionalism perceived by secondary school students has a significant effect on their happiness in physical education classes. Conclusion: According to the results of this study, physical education teachers’ professionalism has effect on students’ motivation to participate in sports and their happiness of physical education classes. Physical education teacher's professionalism in their instruction has effect on the students’ motivation to participate in sports and their professionalism in class operation has direct effect on the students' happiness in physical education classes. In this process, technical achievement, which is a sub-variable of motivation to participate in physical education classes, has effect on the happiness in physical education classes. 이 연구는 중등학생이 인식하는 체육교사의 전문성과 운동 참여 동기 및 체육수업 행복의 관계를 실증적으로구명하는데 목적이 있었다. 이러한 연구목적을 수행하기 위해서 수도권에 소재하는 중·고등학교에 재학 중인학생 296명을 대상으로 자료를 수집하여 분석하였다. 수집된 자료는 통계프로그램인 SPSS 23.0과 AMOS 23.0 프로그램을 사용하여 연구 목적에 맞게 분석하였다. 자료 분석은 기술통계를 살펴본 후, 조사도구의 타당도와신뢰도를 파악하기 위해 탐색적 요인분석 및 확인적 요인분석과 신뢰도 분석을 실시하였다. 이후 상관관계 분석과 다중회귀분석을 실시하였다. 이러한 연구 과정을 통해 다음과 같은 결론을 얻었다. 첫째, 중등학생이 인식하는 체육교사의 전문성은 운동 참여 동기에 유의한 영향을 미친다. 둘째, 중등학생의 운동 참여 동기는 체육수업 행복에 유의한 영향을 미친다. 셋째, 중등학생이 인식하는 체육교사의 전문성은 체육수업 행복에 유의한 영향을 미친다.

중등학생의 체육 수업 스트레스 요인

손상영 ( Son Sang-young ),서정남 ( Seo Jung-nam ),이양구 ( Lee Yang-gu ),김민정 ( Kim Min-jung ) 인하대학교 교육연구소 2007 교육문화연구 Vol.13 No.1

This study examines the stress factors which high school and middle school students experienced in physical education classes and suggests effective methods to deal with them. This current study presents necessary data so that the students can participate in the classes with more desirable directions. The purpose of this study was to investigate stress factors which might be felt by secondary school students in physical education classes. The questionnaires were administered to three middle schools (males=301; females=320) and three high schools (males=440' females=87), 1,148 participants in total. An investigation tool was made by Lee,J,W (2001) using six factors (the contents of the classes, conflicts between friends, lack of self-confidence, the burden of examination, facility and environmental conditions, and complaints about teachers) 30 questionnaires titled, 'Analysis of Stress Factors of High School Students in Physical Education Classes'. The reliability of the constructs in interest was analyzed by Cronbach'a in the questionnaire, and all of them came out to more than 0.9. Physical education classes stress different verifications produced by average and standard deviation. In addition, T-tests were conducted by sex and differences between middle and high school students to investigate main stressors. Differences by the stressors, 'Class, Physical Education points, Physical Education class own estimate of accomplishment, practical use of leisure time' were examined by ANOVA and Duncan. The result of this research was as following: In the case of sex, difference by Physical Education class stressors appeared that female student suffered from stress more than on the whole. Both male and female students indicated higher stress because of 'the burden of examinations' than other factors. In the case of classes, differences by Physical Education class stressors showed that high school students received more stress on the whole (the contents of the class, conflicts between friends, facility and environmental conditions, complaints about teachers). In the case of a middle school students, the mean values of the 'lack of self-confidence' and 'burden of examination' stressors appeared higher. In the case of classes, differences by Physical Education class stressors indicated that a secondary school second-year student had the most stress, and first-year students had less stress. In the case of Physical Education points, differences by Physical Education class stressors were found in all secondary school students that indicated that they suffered from stress. In the case of physical education points, it was found that a 'B ranked' (81~90 points) students suffered from a lot of stress, and an 'A ranked' (91~100 points) students suffered from less stress. In the case of Physical Education class accomplishments, and male students were asked to rate their physical ability as very poor>below average>average>above average>very good. Female students indicated similar tendencies as male students. In the case of most classes, the response 'very poor' for physical ability was the most common among male and female students in secondary school. In the case of practical use of leisure time of by sex, inter-school grade stressors responded by secondary school indicated that the response to 'hardly ever' and 'never' was the most common among both male and female students.

초등학교 여교사의 체육수업 실태 분석

이광무,이유경 한국초등체육학회 2010 한국초등체육학회지 Vol.15 No.3

This study aimed at providing a fundamental material for the normal operation of physical education curriculum and the qualitative improvement of physical education class. In order to achieve such aims, the study identified the factors of physical education class that generated specific problems of physical education class through the analysis of the actual state of physical education class and analyzed differences caused by the teacher's experience and marital status, and teachers' recognition of the ideal method for a normal operation. The subjects of this study included 200 female teachers from 10 elementary schools in D metropolitan city. The research instrument employed in this study was the questionnaire composed of 28 questions on the actual state of physical education class and the ideal method for a normal operation. The collected data were subjected to frequency analysis and descriptive analysis. The mean and standard deviation were calculated using SPSS 12.0 program, and t-test and one-way analysis of variance were conducted. The following results were obtained in the study. First, with regard to the actual state of physical education class, teachers recognized the goal of physical education class the most, followed by instruction on the physical education environment and the operation of physical education. The instruction state of physical education class ranked the lowest. Although the higher proportion of teachers recognized that physical activities is helpful for the balanced growth of children, they thought physical classes were being delivered inefficiently at schools. Second, with regard to the differences of the actual state of physical education class according to teachers' experience and marital status, married teachers with more than 10 years experience turned out to operate physical education class more efficiently in all sectors. Overall, it is highly considered that teachers with more experience have confidence in delivering classes, regardless of their preference for class, and operate classes more efficiently. Third, as for the ideal method for the normal operation of physical education, teachers preferred exclusive physical education teachers most among teacher types. The higher proportion of teachers wanted the expansion of physical education facility equipments and the expansion of the system which requires physical education classes to be delivered by exclusive physical education teachers. As for the amount of physical education class, three hours per week, the same amount delivered under the current curriculum, was preferred the most.

초등학교 체육교과 협력수업 운영에 관한 사례연구*

장용규,김동식 한국초등체육학회 2023 한국초등체육학회지 Vol.29 No.3

The purpose of this study is to analyze the background causes and characteristics of co-teaching in physical education through the case of physical education classes in ‘Heemang’ elementary school, and through this, discuss practical directions for improving physical education classes in elementary school . In order to achieve the purpose of this study, we analyzed cases of co-teaching in physical education classes held at ‘Heemang’ Elementary School located in ‘Heemang-gu’ in Seoul. Data collection was conducted through researchers' direct observation of co-teaching in physical education classes and in-depth interviews with research participants, and data was utilized inductive categorization procedure through text analysis. As a result of the study, the background factors behind the operation of co-teaching in physical education classes at ‘Heemang’ elementary school were ‘expansion of autonomy in school curriculum operation,’ ‘budget support for co-teaching,’ and ‘burden of elementary school teacher in physical education classes.’ The characteristics of ‘Heemang’ elementary school ’s co-teaching in physical educationclasses were ‘unplanned,’ ‘dependent,’ ‘1 vs. many,’ and ‘physical education classes that satisfy everyone.’ Meanwhile, the physical education cooperative class at ‘Heemang’ elementary school appears to be a co-teaching in physical education classes on the outside, but it can also be seen from the perspective of ‘education outsourcing’. The fundamental cause of the phenomenon of ‘education outsourcing’ is the 'culture of silence' that is established in elementary schools. As a way to overcome this, it is necessary to create an environment and conditions in which teachers can happily teach students in physical education classes, and provide training for prospective teachers. A plan that can be implemented at the level of teacher education and field teacher education was presented.

코로나 19 이후 비대면 체육수업에 관한 연구 동향

장용규(Chang, Yong-Kyu),김동식(Kim, Dong-Sik) 한국초등체육학회 2021 한국초등체육학회지 Vol.27 No.4

본 연구의 목적은 코로나-19 상황 이후 국내에서 발표된 ‘비대면 체육 수업’과 관련된 연구 내용 분석을 통해, 비대면 체육수업과 관련된 연구 성과를 공유하고, 추후 전개될 포스트 코로나 시대의 체육수업 연구 방향을 제언하는데 있다. 본 연구 목적을 달성하기 위해 2020년 이후 발행된 학술지에 발표된 ‘비대면 체육 수업’을 주제로 한 연구물을 수집하였으며, 수집 된 총 24편의 연구들이 다루고 있는 주제를 중심으로 내용 분석을 통한 범주화를 실시하였다. 연구 결과 비대면 체육 수업 연구 주제는 크게 비대면 체육 수업 운영의 실태, 수업의 어려움, 수업 전략으로 구분할 수 있었다. 첫째, 비대면 체육수업은 콘텐츠 활용 중심 수업 비중이 많았고, 콘텐츠는 주로 유튜브 콘텐츠나 교사들이 자체 제작한 영상을 활용하고 있었다. 둘째, 비대면 체육수업의 어려움은 교육과정 운영 불확실성, 테크놀로지지식 습득 등으로 요약되며, 특히 비대면 상황과 체육의 본질의 상충되는 측면에서 보다 근원적인 어려움이 존재하는 것으로 파악할 수 있었다. 셋째, 비대면 체육수업을 극복하는 과정에서 교사들은 학습공동체를 조직하거나, 수업내용에 따라 수업 운영 방식을 다변화하고 있었으며, 플립러닝이나 블렌디드 러닝 같은 온·오프라인을연계할 수 있는 수업 전략을 활용하고, 학생들의 소통을 위한 온라인 플랫폼을 활용하고 있었다. 연구결과를 바탕으로 추후 포스트 코로나 이후 체육수업 연구 방향을 제언하였다. The purpose of this study is to share research results related to non-face-to-face physical education classes through analysis of research contents related to non-face-to-face physical education classes published in Korea after the COVID-19 situation, and to study physical education classes in the post COVID-19 era to be developed later. In order to achieve the purpose of this study, research materials on the subject of non-face-to-face physical education classes published in academic journals published after 2020 were collected, and categorization through content analysis was conducted focusing on the topics covered by a total of 23 collected studies. As a result of the study, the research subjects of non-face-to-face physical education classes could be divided into the actual status of non-face-to-face physical education classes, the difficulties of classes, and class strategies. First, non-face-to-face physical education classes had a large proportion of content utilization-oriented classes, and content mainly used YouTube content or videos produced by teachers themselves. Second, the difficulties of non-face-to-face physical education classes can be summarized as uncertainty in curriculum operation and acquisition of technological knowledge, and in particular, more fundamental difficulties exist in terms of conflicts between the non-face-to-face situation and the essence of physical education. Third, in the process of overcoming non-face-to-face physical education classes, teachers were organizing a learning community or diversifying class operation methods according to class content. They werev also using an online platform for student communication. Based on the research results, future research directions for the study on physical education classes after the post COVID-19 era were suggested.

체육과 통합수업을 통한 중학생들의 체육 수업 인식 변화 연구

최정호(Choi Jeong Ho),박종률(Park Jong Lyoul) 학습자중심교과교육학회 2015 학습자중심교과교육연구 Vol.15 No.7

이 연구는 중학생을 대상으로 영어를 활용한 체육과 중심의 통합수업이 체육교과 에 대한 인식과 기대에 어떠한 변화를 미치는지 알아보고 통합수업의 가능성을 탐 색하며 구체적인 맥락에서 사고와 행동의 의미를 규명하고자 시도하였다. 이러한 연 구 목적을 달성하기 위하여 중학교 3학년 남학생 5명을 선정하여 총14주간 수업 방 법 및 교수전략을 구상하여 운영하였다. 그 과정에서 나타나는 연구 참여자들의 변 화를 알아보고자 심층면담, 개인일지, 참여 관찰, VCR 등을 통해 자료를 수집하였 다. 수집된 자료는 사례 기록과 귀납적 범주 분석 방법을 통해 분석하였고 삼각 검 증법에 의해 자료의 진실성을 확보하였다. 이 연구에서 나타난 체육교과에 대한 인식과 기대의 변화는 크게 ‘체육교과에 대 한 인식’, ‘체육수업에 대한 만족’, ‘체육교사에 대한 인식’으로 범주화 할 수 있었으 며 요약하면 다음과 같다. 첫째, 체육수업을 학습으로 인식하는 변화가 있었다. 둘 째, 체육교과의 신체적 가치, 정신적 가치, 사회적 가치, 도덕적 가치 등 다양한 가치 를 경험하고 체득할 수 있었다. 셋째, 체육수업에 능동적으로 참여하는 변화가 있었 다. 넷째, 체육교과가 추구하는 본질적인 목적 이상의 다양한 시너지 효과를 경험하 고 기대하였다. 다섯째, 체육교사에 대해 긍정적으로 인식하는 변화가 있었다. 이와 같은 연구 결과를 바탕으로 체육교과를 중심으로 통합수업은 충분히 가능하 며 시도할만한 가치가 있다는 것을 알 수 있었다. 결과적으로 체육과 통합수업을 통 해 체육교과에 대한 혁신적인 수준의 인식 변화는 없었지만, 체육교과를 바라보는 관점과 인식이 긍정적으로 바뀌는 것을 확인할 수 있었다. This study attempts to find out how any change in recognizes and expectations in physical education of middle school PE integrated class and affirm the possibility of integrating clarify the meaning of thinking and acting in a specific context. In order to achieve this research was operating a total of 14 weeks to plan their lessons and teaching strategies to select the operating 9th grade boys of five. To investigate the changes in the subjects that appear in the process, in-depth interviews, personal journals, participant observation, and data collection through such VCR. The collected data were analyzed through case records and inductive category analysis, and ensure the authenticity of the data by the triangulation method validation. In summary the change of perceptions and expectations in physical education presented in this study able to categorize as Perception of physical education , satisfaction with physical education classes“, ”awareness of the physical education teachers“. First, there was a change in the recognition of learning in a physical education. Second there was a change to recognize various value from limited awareness about the value of physical education. Third, There was a change in actively participating in physical education classes, Fourth, The essential purpose of physical education, as well as seeking synergies we expect to a variety of experience. Fifth, the change was positively recognized about the physical education teacher. These results showed that it is worth enough to enable the center to integrate physical education class is attempted. There is no revolutionary changes in the physical education of the students recognized through physical education classes using English, looking at the physical education perspective and perception was confirmed by a positive change.