통합적 스포츠맨십 교육 프로그램의 적용을 통한 중학생의 스포츠맨십 형성 유형과 양상 탐색

박정준(Jeong Jun Park) 한국스포츠교육학회 2012 한국스포츠교육학회지 Vol.19 No.2

본 연구는 통합적 스포츠맨십 교육 프로그램의 개발과 적용을 통해 중학생의 스포츠맨십 형성 유형과 양상을 탐색하는데 목적이 있다. 문헌조사, 국내외 프로그램 분석, 전문가 협의회를 통해 프로그램을 개발하였고, 서울 소재 중학교 2학년 학생 250여명을 연구 참여자로 하여 농구, 이어달리기, 배드민턴 종목별로 교육 프로그램을 개발하고 적용하였다. 자료의 수집은 참여 관찰, 현지문헌, 심층면담, 현장 일지 등에 의해 이루어 졌으며, Spradley(1980)의 영역분석, 분류분석, 성분 분석에 따라 자료를 기술, 분석, 해석하였다. 학생들이 형성한 스포츠맨십은 인지, 감정, 행동의 세 가지 유형으로 분석되었다. ``인지적 스포츠맨십``은 스포츠 활동에 내재된 가치를 인식하는 ``가치 이해``, 자신과 타인의 행동과 상황을 비판적으로 분석하는 ``가치 평가``, 일상생활과 관련지어 사고하고 해석하는 ``가치 확장``의 형식으로 나타났다. 감정적 스포츠맨십은 스포츠 활동에서 사물, 인물과 다양한 감정을 교류하는 ``감정이입``, 감정을 수용하고 느끼며 의지를 표현하는 ``감정조절``, 자신과 타인의 행동에 대해 정서적인 평가를 하는 ``정서적 성찰`` 형식으로 나타났다. 스포츠맨십 관련 행동은 ``성실한 참여 및 학교생활``, ``협동으로 만들어진 우정``, ``정직한 경기와 판정``, ``동료, 상대선수, 가족에 대한 배려``로 나타났다 이를 통해 인성 함양을 위한 체육교육은 첫째, 사람됨의 교육이 핵심 목적이 되어야 한다. 둘째, 반드시 의도적이고 체계적인 프로그램이 선정되고 조직되어야 한다. 셋째, 다방면의 교육방법이 적용되어야 한다. 넷째, 스포츠맨십 교육의 성패는 교사의 모범이 전제가 되어야 한다. 다섯째, 체육수업뿐만 아니라 학급, 학교, 가정과의 연계와 협력을 통해 ``스포츠맨십 공동체``를 구성하는 것이 필요하다. The primary purpose of this study is to explore the formation type and aspect of middle school students` sportsmanship through developing and implementation of integrated sportsmanship education program(ISEP). In regards to developing sportsmanship physical education program concepts and contents, documentation including a range of sportsmanship programs, and peer review were used. 250 second grade students of middle school in Seoul were applied to the integrated sportsmanship education program developed within basketball, relay and badminton. For data collection: participant observation, in-depth interview, cultural assets from field, and field notes were done, and these data described and analyzed in terms of Spradley`s work(1980) including domain analysis, category analysis, and component analysis respectively. Building sportsmanship on students could be analyzed in three types: cognition, emotion and behavior. Students was obtained sportsmanship cognition through the forming stage as follows: ``understanding value``, ``evaluating value`` and ``enlarging value``. Next, sportsmanship emotion was built as subsequent stage: ``empathy``, ``emotion control`` and ``emotional reflection``. Lastly, sportsmanship behavior showed ``sincere participation and school life``, ``friendship based on cooperation``, ``fair play and judgment``, ``caring about colleague, opponent and family``. Thus suggestion on physical education for cultivating character as follows. First, character education should be main goal of physical education. Second, intentional and systematic program is positively necessary in order to achieve social and moral development. Third, a range of educational method should be applied to sportsmanship education. Fourth, the role of the teacher is essential for sportsmanship education. Fifth, when it comes to sportsmanship education, it is crucial to build ``community for sportsmanship`` by means of linking among class, school and family beyond physical education class.

스포츠맨십의 윤리학적 정초

이승훈,김동규 한국체육철학회 2013 움직임의철학 : 한국체육철학회지 Vol.21 No.1

This study identifies the essence of sportsmanship from a perspective of utilitarianism, deontology, and virtue ethics, which are typical ethical theories, and discusses its significance and limitations. In a way of overcoming the limitations of normative ethics and virtue ethics, this study tries to find ethical significance of sportsmanship by reflecting the Aretē concept. Utilitarianism, with a goal of 'the greatest happiness of the greatest number', has its significance on evaluating everything as a result of actions. However, when this is interpreted with sportsmanship, it has limits as it is focused on actions which use all competence by fair means or foul to accomplish a supreme task, that is victory. Sportsmanship in deontology is an action which expresses a good will from practical reason based on categorical imperative. It is, however, limited because sportsmanship is approached with the same interpretation as the application of rules and law due to the conflict of universality and exceptionality. Virtue ethics has its significance because it is based on inner characters or traits of agents rather than rules or principles. It is, however, insufficient to explain sportsmanship only with the morality of the agent. Thus, the concept of aretē may be raised from a new perspective for ethical issues in sportsmanship. Aretē means 'excellence' in Greek. When this is integrated to a sports field, this may be primarily athletic performance, that is excellent athletic performance capabilities. In an ethical approach, this may be a foundation to realize a direction of sportsmanship. It is quite ambiguous to interpret the concept of sportsmanship with ethical theories. However, with the concept of aretē, that is observing good manners, it is possible to analyze sportsmanship concretely. 이 연구는 윤리학의 대표적인 이론인 공리주의, 의무론, 덕 윤리의 입장에서 스포츠맨십의 본질규명을 시도하여 그에 대한 의의와 한계점을 논의하였다. 이어 규범윤리학과 덕 윤리의 한계점을 극복하는 방안으로서 아레테 개념을 접목하여 스포츠맨십의 윤리학적 의의를 찾아보려고 하였다. 공리주의는 ‘최대 다수의 최대 행복’을 목표로 하여 그 행위의 결과로서 모든 것을 평가하는데 의의를 두고 있다. 그러나 이를 스포츠맨십과 관련하여 해석하면 승리라고 하는 지상과제의 달성을 위해 수단과 방법을 가리지 않고 가진바 모든 역량을 동원하는 행위라는 점에 초점이 맞추어져 있다는 한계가 있다. 의무론에서의 스포츠맨십은 정언명령을 바탕으로 실천이성에서 나온 선의지를 표현하는 행위이다. 그러나 보편성과 예외성의 충돌로 인해 규칙이나 법의 적용과 동일한 해석으로만 접근해야 하는 상황이 될 수 있다는 한계가 있다. 그리고 덕 윤리는 어떤 법칙이나 원칙보다 행위자의 내적인 특성이나 성향에 근거를 두고 있다는 점에 의의가 있다. 그러나 행위자의 도덕성만으로 스포츠맨십을 설명하기에는 부족하다는 한계가 있다. 이에 스포츠맨십의 윤리적인 문제에 대한 새로운 시선으로서 아레테(aretē)의 개념이 대두될 수 있다. 아레테는 ‘탁월성’을 의미하는 고대 그리스어로서 이를 스포츠현장에 접목하면 우선은 경기력, 즉 탁월한 경기수행능력과 관련지을 수 있다. 그러나 윤리적인 접근에 이르면 스포츠맨십의 지향점을 구현하는 근간이 될 수 있다. 윤리학 이론으로 해석하기 모호한 스포츠맨십이라는 개념에 예절의 준수라고 하는 아레테의 개념이 대입되면 보다 구체적인 해석이 가능하게 된다.

중학교 체육수업에서 스포츠맨십의 내면화 과정 및 요인 탐색

백승수(Seung Soo Baek),박정준(Jeong Jun Park) 한국스포츠교육학회 2012 한국스포츠교육학회지 Vol.19 No.3

본 연구는 중학교 체육수업에서 학생들의 스포츠맨십 내면화 과정을 살펴보고, 그 과정에 영향을 미치는 수업 방법상의 요인을 탐색해보는 데 목적이 있다. 서사중심적 스포츠맨십 교육을 적용하여 체육수업 활동에서 필요한 스포츠맨십의 덕목을 선정하고, 이를 실천할 수 있는 거시적 수업 방안과 미시적 수업 기법을 구성하여 수업을 진행하였다. 질적 사례 연구 방법을 통해 연구자 본인의 수업을 관찰 및 촬영하였고, 연구 참여자를 대상으로 심층면담, 개방형 설문조사, 서사중심적 통합적 교수-학습 자료(스포츠맨십 실천록, 스포츠맨십UCC, 사진 등)를 수집하였다. 귀납적 범주분석을 통해 수집된 자료를 분석, 해석하였으며, 연구 참여자 및 전문가 검토 과정을 거쳤다. 학생들의 스포츠맨십 내면화는 ``비인식기-개념화기-실천화기-내면화기``과정으로 구분되며, 이는 비연속적, 상호보완적 특성을 갖고 있었다. 거시적 수업 방안과 미시적 수업 기법이 스포츠맨십 내면화 과정에서 포괄적, 개별적으로 영향을 미치고 있었다. The purpose of this study is how the internalization of sportsmanship can be achieved, and then exploit factors affecting sportsmanship internalization in terms of teaching methodology in Middle School PE. Virtues related to sportsmanship were selected, and various activities where the selected virtues can be naturally practiced were prepared. To macroscopically produce situations where students themselves can learn sports, macro-teaching techniques (e.g. learning, sports-doing, socialization, etc.) were used. The author didn`t fail to incessantly monitor and visually record the progress of all relevant classes while this study was continued. Unstructured and in-depth interviews, open-ended questionnaires were had. And findings (e.g. sportsmanship practise list, sportsmanship UCC, pictures, etc.) as produced through data based on narrative, integrative approaches were collected. Collected data were analyzed to identify their implications, together with research participants and experts. it was revealed that the internalization of sportsmanship went through four phases: non-cognization, conceptualization, practical representation and internalization; still, it should be noted that the four phase doesn`t always consecutively complete the cycle of sportsmanship internalization. It could be seen that they affected one another through series of internal reactions, and thereby, reinforced their respective properties, which suggested that they were a discontinuous process by being complementary to one another. and it was found that micro- and macro-teaching techniques affected the internalization of sportsmanship.

스포츠맨십의 발달 수준과 영역에 관한 경험적 탐색: 중학교 체육수업을 중심으로

박정준 ( Jeong Jun Park ) 한국교육과정학회 2012 교육과정연구 Vol.30 No.3

The purpose of this study was to examine the developmental level and domain of sportsmanship in middle school P·E classes. 250 second grade students of middle school in Seoul were applied to the Integrated sportsmanship education program(Park, 2011) developed within basketball, relay and badminton. For data collection: student journals, open questionnaires, participant observation, in-depth interview were done, and these data analyzed in terms of Patton(2002)`s inductive analysis to discover patterns, themes and categories. Also frequency analysis was applied for examining the ratio of sportsmanship developmental level and domain. The sportsmanship development of middle school students was analysed following two aspects. First, the developmental level of sportsmanship was categorized as: (a) cynical exploration stage, (b) selfish competition, (c) fair achievement, (d) limited caring, (e) conscientious respect. Second, the developmental domain of sportsmanship was labeled as both mindset- behavior and P·E class-daily life. In conclusion, sportsmanship education should be developed and implemented for students to experience from social character to moral character and from selfishness to altruism. And they have to reflect their thoughts, attitude, behaviors through practical learning. Systemic approach is needed for enlarging the sportsmanship to daily life.

원문 : 스포츠맨십의 형성 요인 분석을 통한 프로그램 실행 전략 탐색

박정준 ( Jeong Jun Park ) 한국스포츠과학원 2013 체육과학연구 Vol.24 No.3

The purpose of this study was to examine teaching strategies of sportsmanship education program through the analysis on formation factors in middle school P;E classes. 250 second grade students of middle school in Seoul were applied to the sportsmanship education program(Park, 2011). They were divided into 4 groups(A~D) according by character traits. 4 main informers were selected amon them. For data collection, student journals, open questionnaires, interview, checklist were done, and these data analyzed in terms of Spradley(1980)’s inductive analysis to discover patterns, themes and categories. Also frequency analysis was applied for examining the sportsmanship behaviors. Formation factors of sportsmanship were classed as program, students, teacher, surroundings. Sportsmanship behaviors frequency and the ratio of sportsmanship virtues varied depending on the activities and time. The influences of instructional methods appeared in order ``practice and match``, ``writing journals``, ``reading and watching``, ``assessment``, ``understanding concepts``. Differences on perceived formation factors were depending on each main informers. Sportsmanship behaviors frequency, the ratio of sociality and morality appeared differently each instructional stage. The most influential formation factor was the teacher``s attitude like to ``praise and confidence``, ``resolution of conflicts``, ``leading by example``. Besides surroundings like to ``attention and judgement by friends``, ``friends`` behaviors`` had an influence on formation of sportsmanship. Consequently sportsmanship education program need the following 5 step-teaching strategies: spotization(direct experience) →socialization(building relationship) → academization(indirect experience)→practice in sports→practice in daily life. 1~3 steps means complementary ``virtuous cycle`` and 4~5 steps can be practiced in 1~3 steps.

칸트윤리학에 기초한 스포츠맨십의 본질

이계영(Gye-Young Lee) 한국엔터테인먼트산업학회 2016 한국엔터테인먼트산업학회논문지 Vol.10 No.5

The main purpose of this thesis is, based on Kants Ethics, to observe the nature of sportsmanship. In terms of reason, the theoretical reason represents conscious process, and the practice reason of will is a stereotype of ethics law and regulates the good and the evil. The practice reason requires freedom. Freedom is a kind of fundamental ideology of Kants ethics. Kants ethics aim is good willing. In the concept of good willing, the concept of obligation occurs. In the meaning of Kants ethics, the nature of sportsmanship is an existence to try to complete ones own life actively based on ones absolute freedom will. In the perspective of practice reason, the sportsmanship is maintained not through simple rules, but through behavior will or aspect. That is, the priority of sports is not competition or result but process and behavior itself. It is very important through sports to improve education of humanism so that one can realize freedom and become responsible for ones own behavior. The value of sports has assignment of completing human, and tries to be closer to the goal of complete moral free man. Sportsmanship means ethically right behavior in terms of morality, and exhibiting the sportsmanship is the good will. The true sportsmanship is not a natural-decision choice but following unrestricted autonomy will. Hence, the nature of sportsmanship based on Kants ethics makes sports more valuable and abundant through practicing. Through this reasoning, the philosophical value and necessity of sportsmanship can be justified.

스포츠맨십은 가르칠 수 있는가?

최의창(Eui Chang Choi) 한국스포츠교육학회 2010 한국스포츠교육학회지 Vol.17 No.1

체육에서 가장 가르치기 어려운 것을 손꼽으라고 한다면, 누구든 주저 없이 정의적 영역이라고 말할 것이다. 사회성, 도전정신, 스포츠맨십, 리더십, 용기, 책임감 등과 같은 마음의 상태, 그리고 그것을 행동으로 나타내도록 하는 것이 쉽지가 않은 것이다. 일상적으로 도덕교육의 범주 내에 포함되는 이러한 정의적 영역의 가치 덕목들은 인성교육과 전인교육의 목적하에 체육교과내에서 강조된다. 체육교과가 전인교육의 실현에 도움을 줄 수 있으며, 그것은 정의적 영역의 교육을 통해서 실현 가능하다는 것이다. 본 연구는 체육수업에서 정의적 영역 지도의 가능성은 어디까지이며 그 한계는 무엇인가를 그 동안의 연구들을 토대로 알아보려는 시도이다. 이를 위하여 스포츠맨십을 정의적 영역의 대표개념으로 선정하고, 이 개념을 중심으로 논의를 진행시켜나간다. 우선 그 동안 스포츠에서의 정의적 영역에 대한 연구들을 전반적으로 살펴본다. 다음 절에서는 교육내용으로서 스포츠의 개념규정과 스포츠맨십의 정의를 알아본다. 그리고 스포츠맨십을 가르치기 위해 제안된 교수관점을 세 가지로 나누어 살펴본다. 마지막으로 스포츠맨십을 가르칠 수 있는 빠르고도 손쉬운 방법은 존재하지 않으며, 스포츠맨십의 교육은 성취율이 매우 낮은 지난한 작업임을 밝힌다. 그것을 가능하게 만드는 주요 원인이 바로 체육교사임을 강조하면서 체육교사교육에서의 노력이 요청됨을 제안한다. One of the most difficult things in physical education(PE) and sports is the teaching of the affective domain. There are few methods for such virtues as responsibility, endurance, social relationship, leadership, and empathy which are necessary for the education of a whole person. Especially PE as a subject in schools has been justified by its contribution to the affective development of students. But it has not been quite clear that the affective dimension is really improved through the participation in PE and sports. There have been studies that showed both positive and negative results. Sportsmanship has been an important concept for the development of character and thus of whole person. However the concept of sportsmanship as educational content has not been clearly articulated for the effective teaching in schools. Its effective teaching methods are neither identified nor developed yet. This study inquires the possibility and limit of teaching the affective domain in PE, through the teaching of sportsmanship. Studies on sportsmanship in several related subdisciplinary areas are reviewed in the second section. The concept of sportsmanship as content is articulated in the third section. The three perspectives for teaching sportsmanship are identified and their respective advantages are highlighted in the fourth section. Some implications for PE and sports are outlined in the final section.

스포츠맨십의 실천 윤리적 고찰

이계영(Gye-Young Lee) 한국엔터테인먼트산업학회 2017 한국엔터테인먼트산업학회논문지 Vol.11 No.7

The main purpose of the thesis is to observe the essence of sportsmanship based on basic ideologies of Buddhist ethics. Buddhism proposes realistic and experience-based ethics theories. It has the ideal purpose which can be expressed as realization, or nirvana. In order to achieve that purpose, practice of good behavior is needed. Behavior in Buddhism is a kind of reproducing and enlarging behavior by body, mouth, and mind. Accordingly, there is an individual pursue of happiness in sportsmanship. According to Buddhist Ethics, the realization of sportsmanship is not about sacrifice or a thing to do, but rather improving ones happiness. In the four foundation of mindfulness, body is not biological, but an existential subject of perceiving existence. Accordingly, through body mindfulness, correspondence of body and mind can be perceived, and this emotional structure can be purified into the mindfulness. Applying the four foundations of mindfulness to sports is to help perceive human maturity and essence of existence, and this again helps to find the methodologies of inner power through which all-rounded education and self-meditation can be achieved. Buddhist Ethics regarding sportsmanship can provide the analysis of good behaving structure of sportsmanship, propose the ethical standards of sportsmanship, and justify living by sportsmanship.

청소년 골프선수의 자기관리, 스포츠맨십 및 인지된 경기력 간의 인과적 관계모형

윤형기(Yoon, Hyoung-Ki),오세이(Oh, Sei-Yi) 한국체육과학회 2017 한국체육과학회지 Vol.26 No.6

The purpose of this study was to investigate a causal model among the self-management, sportsmanship, and cognitive performances of adolescent elite golfers. The subjects of this study were collected 232 of adolescent players who are listed on the Korean college golf federation and junior golf association. The survey questionnaires were used to collect the data. The collected material was carried out by using Spss and Amos 22.0. The questionnaires for the self-management had been developed by Hu(2001; 2003), Lee(2005), Jo(2016), and Jung(2013), sportsmanship had been developed by Sung(2003), Bang(2013), and Vallerand et al.,(1997), and cognitive performance had been developed by Kim(2011), and Yoon(2014). From the analyses of the data, the study reached the following conclusions : Hypothesis Ⅰ was adopted, Ⅰ-1. There were showed in the structural relationship between physical management and sportsmanship. Ⅰ-2, There were showed in the structural relationship between mental management and sportsmanship. Ⅰ-3. There were not showed in the structural relationship between training management and sportsmanship. Ⅱ-4. There were not showed in the structural relationship between interpersonal management and sportsmanship. HypothesisⅡ was adopted. There were showed in the structural relationship between sportsmanship and cognitive performance.

인권지향적 스포츠맨십의 정초: 세계인권선언의 적용

김동규,김현수 한국체육철학회 2018 움직임의철학 : 한국체육철학회지 Vol.26 No.2

This study aims to establish a more advanced sportsmanship in modern society. To this end, we combine the human rights context of the Universal Declaration of Human Rights, which is the most basic agreement on human rights, with existing sportsmanship. While sportsmanship has been aimed at the definition of sports people and individuals to play 'right' sports, the Universal Declaration of Human Rights itself is an international standard for human rights as well as human rights. However, a more careful approach is required because the meaning and interpretation of each word constituting these concepts is not deterministic and has a consistent meaning. First, this study aims at general understanding of human rights. Second, we consider reviewing the interpretation points of the Universal Declaration of Human Rights. And third, we seek understanding from the viewpoint of the maximization of freedom and equality of how human rights can be understood in sports field. And to invite the contents to the value system of sportsmanship, fourth, we examine how sportsmanship is traditionally constructed. At the same time, Fifth, human rights-oriented sportsmanship centering around the Universal Declaration of Human Rights is newly defined. This is to confirm the belief that sports is accessible to all, a sports culture that is not discriminated against, itself. It also declares that sport is included at the most basic point of human rights that the Universal Declaration of Human Rights seeks to promote. 이 연구는 현대사회에서 진일보한 스포츠맨십의 정초를 위해 인권에 관한 기본적인 합의라 할 수 있는 세계인권선언에 나타난 인권의 맥락과 기존의 스포츠맨십을 접목하려는 시도이다. 그간의 스포츠맨십은 ‘올바른’스포츠를 영위하기 위한 스포츠인 개인의 정의로움을 지향해 온 한편, 세계인권선언 또한 그 자체로 인권적일뿐만 아니라 인권에 대한 국제적인 표준을 제시하고 있어 인류애를 행한 보편적 가치를 지향하는 목적은 동일하다. 하지만 이들 개념들을 구성하는 단어 하나하나의 의미와 해석은 결정적이고, 일관된 의미를 지닌 것이 아니므로 보다 신중한 접근이 요구된다. 이에 이 연구는 첫째, 인권에 대한 일반적 이해를 도모하고, 둘째, 세계인권선언에 대한 해석상의 논점들을 점검하였다. 그리고 셋째, 스포츠분야에서 인권은 어떻게 이해될 수 있는지에 대해 그간의 인권침해에 국한된 시각을 배제하고, 자유와 평등의 구현이라는 최대주의적인 관점에서 탐색하였다. 그리고 이러한 내용들을 스포츠맨십이라는 가치체계로 불러들이기 위해 넷째, 전통적으로 스포츠맨십이 어떻게 구성되었는지에 대한 논의와 함께 다섯째, 세계인권선언을 중심으로 한 인권지향적 스포츠맨십의 정초를 시도하였다. 이는 스포츠가 누구나 접근할 수 있고, 차별받지 않는 스포츠문화 그 자체라는 믿음을 확인하는 것이자 세계인권선언이 지향하는 인권의 기본적인 지점에 스포츠가 포함된다는 것을 천명하는 것이다.