스포츠강사제 도입에 따른 초등교사의 체육수업 진행 유형

고전규(Jeon Gyu Ko) 한국스포츠교육학회 2011 한국스포츠교육학회지 Vol.18 No.3

본 연구는 스포츠강사제 도입 이후에 초등학교 체육수업은 어떻게 이루어지고 있으며, 교사들은 어떻게 체육수업에 참여하고 있는지를 심층적으로 파악하기 위하여 스포츠강사가 참여하는 체육수업을 직접 관찰하고 연구 참여자들의 심층면담을 통해 자료를 수집하고 분석하였다. 스포츠강사가 참여하는 초등학교 체육수업은 스포츠강사가 전담하여 수업이 이루어졌으며, 수업내용이나 수업구성에 대한 사전협의는 전혀 이루어지지 않았다. 또한 수업내용이 담임교사가 즉흥적으로 또는 임의대로 결정하거나 아무런 계획 없이 ``그때그때``학생들이 원하는 활동으로 전개되고 있었다. 담임교사들의 체육수업 진행 유형은 스포츠강사가 수업을 주도하면 옆에서 학생이 되어 수업활동에 참여하는 ``활동 참여형``, 학생들을 인솔하여 수업이 진행되면 더 이상 체육수업에 관련된 활동은 하지 않으며, 대부분의 담임교사들은 복장마저 갖추지 않고 운동장에 나와 수업이 이루어지는 과정을 지켜보는 ``관망형``, 스포츠강사에게 수업을 맡기고 교실로 들어가 버리거나 아예 학생들만 보내며, 수업 중간 중간에 안전사고를 대비하여 잠깐 살펴보는 ``회피형``, 체육수업이 이루어지는 동안 일기검사나 학교잡무를 하는 ``업무 처리형``으로 나타났다. This study aimed to explore how physical education class in the elementary school is done, how teachers participate in physical education class since introduction of sports lecturer system. To do this, observation diary and in-depth interviews for study participants were used-observation diary was made through direct observation and recording of physical education class where teacher in charge of a class and sports lecturer had co-teaching in the author``s working school. Sports instructors were fully in charge of physical education classes in elementary school, and contents and composition of teaching were not previously discussed. Or the teaching contents were decided on impulse by teachers in charge or as they pleased. In some cases, the classes were proceeded in ``case by case`` without any plan as students wanted. The participation types of teachers in charge for physical education classes were as follows. First, there was ``activity participation type`` where a teacher oneself attended a class as a student, when a sports instructor led a class; ``fence-sitting type`` where once a class began, a teacher did not have any activity related to physical education class, most of teachers did not put on clothes fit to the class and only watched procedures of class led by a sports instructor in a playground; ``evasion and job handling type`` where a teacher assigned a sports instructor a class and returned to a class room, in some case, a teacher sent students only to a playground, or watch the class for a little while to prevent safety accident, or checked a diary, did miscellaneous work during class.

초등체육지도교사 유형에 따른 학생의 신체적 자기개념과 정서 및 수업 만족도 관계

고전규 ( Jeon Gyu Ko ),정구인 ( Koo In Jung ) 한국스포츠심리학회 2010 한국스포츠심리학회지 Vol.21 No.3

초등학교 태권도부의 인프라 구축 성과 탐색

고전규(Ko Jeon-Gyu),정구인(Jung Koo-In),송창훈(Song Chang-Hoon) 한국체육과학회 2010 한국체육과학회지 Vol.19 No.4

Based on the case of N Elementary school, the present study is set to assess the developing process of infrastructure for operating Taekwondo club. Total 13 participants including the authors involved in this study and the interview results with the principal, the coach, the athletes, the directing teacher, and parents, were subject to the conducted analysis along with other materials such as the training journal and the club's operation record. First, in the search regarding the club's operation the previous experience of 'trial and error' provided the a ground for 'building consensus' among the principal, the directing teacher, the coach, and the parents, on the development of infrastructure for the club. Second, there was 'persistent effort' to persuade the principal to consider the 'development of infrastructure' as required for the club's operation. In attempt to provide a stable coaching environment, the directing teacher engaged with the coach in frequent consultation and modification to improve training method and therefore to enhance athletic capability of students. The effort in terms of relationship with and among the parents was to minimize the room for misunderstanding by sufficient communicating channel with the responsible staff and updates on athletes' status, as well as to arrange meetings for parents to connect with each other in unity. Third, the resulting efficiency from the established infrastructure for the club was 'a complete turnaround.' The athletes participated in both social and academic activities in the school which are often neglected in favor of the club, and such a attitude was inspirational for other students. A directing teacher in athletic club of a elementary school must change from being 'a spectator' to 'a participant' and attempt 'different approaches to improve method' in terms of club operation. The provisional and the city bodies of education should provide appropriate rewards and respects for the directing teachers. An elementary education is the field where young children grow in their potential that it should offer the ground for athletes to enjoy the experience and guide students to engage both in their specialized and academic activities.

초등학생의 체육교과 선호에 따른 신체적 자기개념과 수업 만족도 분석

고전규(Ko Jeon-Gyu),정구인(Jung Koo-In),김민숙(Kim Min-Sook) 한국체육과학회 2011 한국체육과학회지 Vol.20 No.2

The purpose of this study is to provide right information for development of physical education in elementary school toward desirable direction by analyzing the degree of perception on physical self-concept and difference on class satisfaction according to the preference of physical education in elementary students. To do this, data for 149 students in fifth grade, 189 students in sixth grade of elementary schools, totally 338 students, located in Jeollabukdo were processed by computer. The results are as follows. First, As for the preference of physical education according to gender of elementary students, the most male students responded that they prefer while the most female students responded that their preference level is average. Second, As for perception on physical self-concept according to the preference of physical education, students with preference of physical education showed the highest perception. Students with non-preference of physical education showed the lowest perception. Third, As for class satisfaction on physical education according to the preference of physical education, students with preference of physical education showed the highest satisfaction. Students with non-preference of physical education showed the lowest satisfaction.

e-Sports 게임 활동시 초등학생의 뇌파 변화

정구인 ( Koo In Jung ),고전규 ( Jeon Gyu Ko ) 한국스포츠심리학회 2007 한국스포츠심리학회지 Vol.18 No.4

고등학생의 전통무용 수업에 대한 인식 탐색

정승혜 ( Seung Hye Jung ),정구인 ( Koo In Jung ),고전규 ( Jeon Gyu Ko ),( Ye Won Suh ) 한국무용교육학회 2011 韓國舞踊敎育學會誌 Vol.22 No.1

The purpose of this study is to identify perception of high school student on traditional dance class. This study was conducted in a dance class, which was presented to Year 10 students enrolling at academic high schools once a week, in the manner of self-assessment of the class by a teacher. Data was collected through both the group interview held in class time and the individual interviews after class. The findings of data analysis are as followings Perception of high school students on traditional dance class has been divided into seven groups; "worrying about the first experience and indifference to traditional dance", "boring repetition and circulation", "unpractical contents", "affection and pride", "masculine beauty" and "traditional dance music is percussion". Most of the students had never had dance lesson before, especially traditional dance lesson. Because the students had little knowledge on traditional dance and could not predict development of class and evaluation criteria of their performance, they had a fear of the traditional dance class, rather than had exciting feeling or curiosity. In order to improve this situation, traditional dance class in a school should be presented to students with comprehensive consideration of traditional costume and a place to dance. In addition, a new curriculum including education of traditional musical elements which can enhance rhythm of traditional dances should be developed because traditional dance simple cannot exist without traditional music.

소규모학교 체육 활성화 방안 연구

정현철,고전규,곡효파 이화여자대학교 교과교육연구소 2014 교과교육학연구 Vol.18 No.4

This study intends to diagnose the status quo of physical education in small-sized schools and evaluate the overall progress made in the facilitation of physical education in small-sized schools. For this purpose, studies were carried out on 6 teachers who have worked in small-sized rural schools for 3 years or more and have participated in the development of the 'health-related physical fitness UP-Program' in small-sized schools, which is a special project by the Office of Education in J province in 2013, and 6 students who have enthusiastically participated in physical activities in the schools where the teachers have worked. Data were collected through participant observation, in-depth interview, class journal, etc., and factors were extracted through inductive category analyses. With regard to the characteristics of physical education in small-sized schools, the environmental factors were spacious playgrounds, environment-friendly circumstances, outdated equipment, small auditoriums, and the absence of sports culture. The physical education class factors were individualized classes, efficient interaction and feedback between teachers and students, difficulties in team sports activities, and the absence of competition·expression activities. Sports club factors were Distinctive physical activities, the lack of sports club time, the insufficiency of sports club event, and the absence of Saturday sports days Other factors included The reduction of diseases related to lifestyle and the absence of teachers specializing in nutrition·health. The measures for overcoming these deficiencies were as follows. First, undermining hierarchy and developing sociality could be fostered through competitive sports such as ‘new sports game to toe the same line’, and insufficiency of expression activity could be increased through smart game-and-art instructor policies. Second, creativity·character can be developed in an integrated physical education class through ‘create a game’ classes, which are suitable for small-sized schools. Third, sports club and sports culture can be facilitated through systematic management of school sports clubs, nucleus school sports club events, and athletic meetings. Fourth, the absence of nutrition·health specialists can be fixed with persistent attention and systematic management by utilizing the smart app. It is hoped that the results of this study will become practical data for the physical education curriculum in small-sized schools on the basis of systematic practice and implementation method according to the facilitation of physical education in small-sized schools. 본 연구는 소규모학교 체육의 현 주소를 이해하고 소규모학교 체육 활성화를 위한 구체적 실천 내용과 그 의미를 살펴보는데 목적이 있다. 이러한 연구 목적을 달성하기 위하여 농촌지역 소규모학교에서 3년 이상 근무한 경력이 있으며 2013년 J도교육청특색사업인 소규모학교 ‘건강체력 UP-Program’ 개발에 참여한 교사 6명과 교사들이 속해 있는학교 학생 중 체육활동에 열정을 가지고 참여하는 대표학생 6명을 대상으로 연구를 진행하였다. 참여관찰, 심층면담,수업일지 등을 통해자료를 수집한 뒤 단계적 코딩을 거쳐 귀납적 범주분석을 통해 요인들을 추출하였다. 소규모학교체육의 특징으로 환경적 요인으로는 넓은 운동장, 친환경적 여건, 낙후된 용기구, 작은 강당, 스포츠문화 부재 등으로 나타났으며, 체육수업요인으로는 개별화 수업 용이, 효율적 상호작용 및 피드백, 팀스포츠 활동의 어려움, 경쟁․표현 활동의 부재로 나타났다. 스포츠클럽 요인으로는 특색있는 신체활동 운영, 스포츠클럽 시간 부족과 스포츠클럽대회 미흡, 토요스포츠데이 부재로 나타났다. 기타 요인으로 생활습관병의 축소, 영양․보건 전문 교사의 부재로 나타났다. 이를 극복 하기 위한 방안으로는 첫째, 출발점이 같은 뉴스포츠 종목과 같은 경쟁 스포츠로 서열화 깨기와사회성 함량을, 부족한 표현활동은 스마트 게임과 예술 강사 정책을 통해서 둘째, 소규모학교에 적합한 ‘게임만들기’수업을 통한 통합적인 체육수업의 창의․인성기르기를, 셋째, 소규모학교 스포츠 클럽 운영은 우수학교스포츠클럽 운영과 거점학교 스포츠클럽 대회 및 체육대회를 통해 스포츠클럽과 스포츠문화의 활성화를, 넷째, 영양․보건전문가의부재는 스마트 앱을 활용한 지속적인 관심과 체계적인 관리로 나타났다. 본 연구는 소규모학교 체육 활성화에 따른체계적인 실천과 실현방법을 토대로 소규모학교 체육 교육과정에 실천적 자료가 되기를 기대하는 바이다.