초등학교 체육수업을 위한 스포츠교육 실행연구

다국어 초록 (Multilingual Abstract)

The purpose of this study was to practice student-centered integrated physical education and to supply-based data for teachers’ class study through action research on sport education. This study was conducted not by having classes held for the purpose of research, but to use existing classes as research. Through long experience in sport education, the researcher developed a curriculum for elementary school physical education.
The subjects for this research were 32 students and the researcher from Chambit Elementary, where the researcher is currently working. The sport education curriculum was developed during the school vacation and begun with the 2005 semester. Athletics was the main event prepared for the first semester, and net games were implemented during the second semester. Throughout, both the teacher and the students had varied experiences. In order to analyze the meaning, effectiveness, and other issues from these experiences using inductive analysis, such data collocation as participation observation, a class diary, interviews, an open-ended questionnaire, confessional tales, thinking aloud, photos and video, portfolios, and a bulletin board on a web page were used. In order to ensure validity of this study, there were member checking, peer debriefing, and data triangulation. Furthermore, the creation of a community of research with sport education experts as well as a good rapport with the students promoted methodical reflections for the research. The students were also given the role of researcher, and through protecting their privacy research ethics were practiced.
The teacher constructed the curriculum for sport education and developed programs for athletics and net games. The decision on the content of the program proceeded after considering the school facility, teachers' ability, and the interests and development level of the students. Integrative teaching with other academic subjects increased the overall class time. The appropriate number and size of teams for the season were decided as well as their new roles. The researcher also formulated hourly class lessons, modified games, and assessment plans. All these efforts worked together to complete a curriculum for the season.
Sport education was managed through pre-season, season, and end-of-season events. Pre-season included introduction, team selection, role assignment, and team identification in preparation for the season. The season was divided into three parts: (1) Before Class - previewing the contents of the class in the morning; (2) During Class - completing assignments, discussions, and reflection; (3) After Class - reflection and previewing for the next class. Indirect activities such as movie watching, reading, and NIE(newspaper in education) were sometimes alternated with regular classes. End-of-season events included field games and an award ceremony in a classroom as well as a reflective activity. Furthermore, during classes teacher, self, and peer assessments were carried out.
After developing and implementing this sport education curriculum for elementary school physical education classes, the following conclusions were drawn:
The teacher experienced challenges and conflicts during this study, which resulted in an attitude of change and hopefulness. Furthermore, to conduct a better physical education class, the teacher was constantly searching for solutions using channels other than sport education.
Students understood sport education to be composed of a living learning experience, team activities, personal experiences, role taking, and a voluntary physical education class. Through sport education, students no longer viewed physical education as playtime or free time.
Students' attitudes changed over the course of the season. At first, there were conflicts within the team, complaints about the teacher, and an attachment to victory. However, as the season progressed, they experienced joy and satisfaction, which placed heavier significance on active participation, cooperation, responsibility, and reflective exercises.
This sport education was an example of satisfying and meaningful physical education. Through sport education, students enjoyed physical education classes and were actively participating in their given roles. They enjoyed various games and increased their skills through working strategically and actively. They further increased their comprehension of sports through creating and applying their own sport's rules. They also learned to be open-minded toward others through reflective activities.
In order to have successful sport education classes, the teacher has to be prepared with various and creative ideas and be able to implement them. For example, the teacher needs to prepare and research content, team selection, modified games, equipment and facilities, progress assessment, and various other indirect activities.

목차 (Table of Contents)

• Ⅰ. 서 론 = 1
• 1. 연구의 필요성 = 1
• 2. 연구의 목적 = 6
• 3. 연구 문제 = 6
• 4. 연구의 제한점 = 8
• 5. 용어의 정의 = 8
• 6. 연구의 중요성 = 9
• Ⅱ. 이론적 배경 = 12
• 1. 스포츠교육의 이해 = 12
• 2. 스포츠교육 연구 동향 = 20
• 3. 초등학교 체육수업 연구 = 25
• Ⅲ. 연구 방법 = 31
• 1. 실행 연구 = 31
• 2. 연구 참여자 = 36
• 3. 스포츠교육 수업 프로그램의 개발 = 42
• 4. 연구 절차 = 52
• 5. 자료 수집 = 54
• 6. 자료 분석 = 63
• 7. 연구의 타당도 = 65
• 8. 연구자의 방법적 반성 = 69
• 9. 연구 윤리 = 73
• Ⅳ. 체험의 의미와 효과: 갈등에서 희망으로 = 74
• 1. 스포츠교육 프로그램 실천 = 74
• 2. 교사의 스포츠교육 수업 체험의 의미: 도전, 갈등 그리고 희망 = 94
• 3. 학생의 스포츠교육 수업 체험의 의미: 설렘, 고통, 탈피, 거듭나기 = 114
• 4. 스포츠교육의 효과: 좋은 체육수업을 얼마나 실현했는가? = 148
• 5. 시사점 = 170
• V. 결론 및 제언 = 181
• 1. 결론 = 181
• 2. 제 언 = 185
• 참 고 문 헌 = 188
• Abstract = 199
• 부 록 1 스포츠교육 수업 프로그램 = 202
• 부 록 2 수업 시나리오 = 214
• 부 록 3 자료 수집 = 219
• 부 록 4 수업 자료 = 233
• 부 록 5 수업 일기 = 239
• 부 록 6 사진 자료 = 242