스포츠에로의 사회화에 관한 연구

이철화 고려대학교 스포츠과학연구소 1992 스포츠科學論叢 Vol.2 No.1

The purpose of this study was to investigate the involvement into sport. Subjects of this study were 416 general university students (male : 211, female 205) who were belonged to H university in cheong ju. The method of this study was utilized the questionnair that was made 37 questions. The results were as follows 1. Factors of the involvement into sport were showed significant others, places and motive. 2. Significant others of the sport involvement were showed parents, teachers, brothers and peers. 3. An opportunity when was occured university and elementary school. an idea of the involvement was showed 4. Places where were occured an idea of the involvement were showed private sport classes, sport centers, sport facilities of school, stardium, parks and play lots. 5. The motive of sport involvement was showed the adoration of sportman, the interaction of peers, the interest, the superiority of motor skills.

開發途上國의 資本形成 : 우리나라를 中心으로

李喆和 충남대학교 법경대학 경영동우회 1974 經友論集 Vol.6 No.-

청소년의 스포츠 참여와 스포츠 스타 이미지

이철화 한국교원대학교 학교체육연구소 2009 학교체육연구소지 Vol.16 No.1

The purpose of this study was to examine differences between sports involement followed by demographical characteristic and sports star image and relations between involement and image to examine an effect of juveniles’ involement in sports on sports star

학교스포츠클럽 참여 청소년의 신체적 자기효능감이 학교폭력 가해행동에 미치는 영향

이철화 한국교원대학교 학교체육연구소 2013 학교체육연구소지 Vol.20 No.2

The main objective of this study was to investigate the effects of physical self-efficacy of adolescents who joined a school sports club on school violence bullying behaviors. For this purpose, the subjects in this study were 276 students in junior high schools and 154 students in high schools located in Cheonan-si and Gongju-si, Chungcheongnam-do in 2013. Questionnaires on physical self-efficacy factors used in studies by Moon Jin (2008), Seo Cha-Won (2012) and Park Yoon-Kee (2013) and on school violence bullying behavior factors by Do Gie-Bong (2007), Park Jae-Suk (2008), Kim Min-Jeong (2010) and Lee Se-Mi (2013) were used as a research tool with the addition of modification and supplement after verifying the suitability of the component content and items according to expert advice for the purposes of this study. The collected data were computerized using SPSS Statistics were analyzed by applying a descriptive statistical analysis, one-way ANOVA and multiple regression analysis for analytical purposes. The following results were obtained: First, this study examined differences in the physical self-efficacy according to the demographic characteristics. In gender, female students showed a significantly higher physical self-presentation confidence, a sub-factor of the physical self-efficacy, than male students. However, there was no significant difference in perceived physical ability, another sub-factor. In school level, the junior high schools showed higher perceived physical ability and physical self-presentation confidence than the high schools, but they were not statistically significant. Both in perceived physical ability and physical self-presentation confidence, the physical self-efficacy according to the type of sports club was high in individual, interpersonal and group exercises, in descending order, but they were not statistically significant. Both in perceived physical ability and physical self-presentation confidence, the physical self-efficacy according to the physical education grade was high in lower, middle and upper classes, in descending order, but they were not statistically significant. Second, this study examined differences in the school violence bullying behaviors according to the demographic characteristics. In gender, male students showed a higher harassment, verbal-psychological abuse, and bullying, sub-factors of the school violence bullying behaviors. In particular, there were significant differences in the verbal-psychological abuse. In school level, the high schools showed higher harassment and verbal-psychological abuse than the junior high schools as a difference in other school violence bullying behaviors, but they were not statistically significant. The junior high schools showed higher harassment than the high schools, but this was also not statistically significant. Both in the harassment and verbal-psychological abuse, the differences in the school violence bullying behaviors according to the type of sports club were high in individual, interpersonal and group exercises, in descending order, but all of them were not statistically significant. In the harassment, the differences in the school violence bullying behaviors were high in upper, lower and middle classes, in descending order. In the verbal-psychological abuse, the differences in the school violence bullying behaviors were high in middle class and showed the same value in upper and lower classes, but all of them were not statistically significant. Third, this study examined the effects of the adolescent physical self-efficacy on the school violence bullying behaviors. The results showed that the physical self-representation confidence a sub-factor of the physical self-efficacy had a statistically significant effect on the harassment verbal-psychological abuse and bullying. Although the perceived physical ability as another factor had a significant effect on the harassment verbal-psychological abuse and bullying, it was not statistically significant. Based on the above conclusions, the gender showed significant differences in the adolescent physical self-efficacy and school violence bullying behaviors, and the school violence bullying behaviors also increased in the proportion of the physical self-presentation confidence, a sub-factor of the physical self-efficacy. It is considered that this has caused an unexpected negative result the school violence bullying behaviors due to the absence of the system that students can positively release their passionate energy in the current school system. Therefore, it is considered that schools and related organizations should make efforts from various perspectives so that adolescent passion strength and energy from the physical self-efficacy can be released not in the school violence bullying behaviors but in healthy and desirable physical activities and sports participation as a method to reduce the school violence bullying behaviors of adolescent students with high physical self-efficacy.

물레방아

李哲和 법조협회 1996 法曹 Vol.45 No.8

미 해군의 上陸作戰 新槪念에 따른 해상 화력지원

이철화 해군대학 1999 海洋戰略 Vol.- No.102

체육수업분위기가 수업만족도에 미치는 영향

이철화 한국교원대학교 학교체육연구소 2010 학교체육연구소지 Vol.17 No.1

The purpose of the study was to examine differences between atmosphere of physical education followed by demographical features and satisfaction of class and relations between atmosphere and satisfaction to examine an effect of atmosphere of physical educ

중·고등학생의 스포츠참가와 체육수업 만족도

이철화 한국교원대학교 학교체육연구소 2004 학교체육연구소지 Vol.11 No.1

The purpose of this study was to investigate the sport participation trends and satisfaction of physical education class in middle and high school students Who participated in sport activities. The data analysis was based on information had gathered from

청소년의 스포츠 활동 참여와 학교생활 만족도

이철화 한국교원대학교 학교체육연구소 2012 학교체육연구소지 Vol.19 No.1

The purpose of this study is to find out the relation between adolescents’ participation in sports activities and their satisfaction for school life, and thereby emphasize the importance of participating in sports activities during adolescent period and t

다시 直指寺에서

李哲和 법조협회 1994 法曹 Vol.43 No.8