男女共學 體育 프로그램의 構成方向 = Guidelines on Developing Curriculum for Co-educational Physical Education in Elementary and Secondary Schools

다국어 초록 (Multilingual Abstract)

Co-educational programs in physical education is recently introduced in secondary schools in Korea. Therefore, more efforts are being made by teachers and educators to develop new curricular and instructional model.
The purpose of the paper is to review literature related to coeducation program and to develop basic guidelines to implementing the program in schools.
The guidelines developed in the paper was made based on the concepts of the Title Ⅸ which was introduced in the United States.
Since the implementation of Title Ⅸ in the United States, almost 90% of physical education courses in schools are co-educational. Because of specific sex interests, variances in certain physiological factors, and the amount of physical contact involved, certain courses such as wrestling, football and field hocky may still be offered on a segregated basis.
The Title Ⅸ legislation has produced important administrative changes in physical education that affect males and females in the United States. It has challenged teachers and administrators to treat women equally in areas such as scheduling, facilities, finances, and equipment.
Although the techniques of teaching co-educational classes will remain the same, the attitudes of many teachers must change. Ability grouping alleviates most of the problems of performance differences, but teachers who formerly taught boys and girls exclusively must learn to work with and understand students of the opposite sex.
Some of the guidelines to be considered for implementing coeducational program in physical education are as follow:
1. The class size should be lowered when both sexes are included. Social, academic, or psychomotor problems occur that need the attention of the teachers: large classes would preclude this.
2. Closer study needs to be given to contact sports (basket-ball, football, and wrethling). Research on differences in development of girls and boys, especially in junior high schools, needs further investigation.
3. Better guidelines for evaluation of students in psychomotor skills are needed. Grading is difficult. There is a need for consistency among department members in using standards for performance and methods of evaluation.
4. Teaching instructors need to become aware of the physical capabilities of the female students.
5. Regardless of the areas and contents, all learning experiences should be co-educational. A more diversified elective program will meet the needs of both boys and girls.
6. The co-educational program in long overdue. Student adjustment has been very smooth. Successful experiences for both students and teachers should increase.