초등체육의 방법론으로서 과제 변형에 관한 고찰* = Task Variation as a Methodology in Elementary Physical Education: A Philosophical Review

다국어 초록 (Multilingual Abstract)

Purpose: This study aimed to reinterpret task modification in elementary physical education (PE) from a methodological perspective and to explore task design strategies that elicit desirable decision-making and performance from learners.
Methods: To this end, a critical literature review was conducted to examine the concept of affordance proposed by Gibson and Norman, the Teaching Games for Understanding (TGfU) model by Thorpe, Bunker, and Almond, and the Constraints-Led Approach (CLA) by Newell.
Results: Elementary PE is characterized by helping learners build foundations and structures through the exploration of movement at a nascent level of experience. In this context, task modification can be redefined as a methodology that adjusts elements such as rules, equipment, space, and the number of participants to induce learners to explore and learn various aspects of movement by focusing on specific actions. Accordingly, this study presented examples of modifying complex tasks from the perspectives of enhancing participation motivation, sustaining movement learning, and promoting the development of strategic thinking.
Conclusion: These discussions suggest that task modification is a methodology that aligns with the specific nature of elementary PE. Furthermore, it holds significance in seeking the differentiation and specialization of elementary physical education.