초등 체육수업에서 적극적인 장학과 학생의 신체활동 참여수준 = Active Supervision and Students` Physical Activity Level in Elementary School Physical Education

국문 초록 (Abstract)

이 연구의 목적은 초등학교 체육수업에서 적극적 장학전략이 학생의 활동참여 수준(MVPA)에 미치는 영향을 분석하는 것이다. 참여자는 초등학교 6학년 학생 8명과 이들을 가르치는 교사 1명이었다. 학생들은 각 반에서 비활동적인 학생들이었고, 참여교시는 경력 14년의 교사로 교육대학원에서 초등체육교육전공 석사학위를 받았다. 학교의 체육시설은 체조수업에 비교적 적절하였으며, 학생들의 사회경제적 수준은 중하정도였으나 2명의 고도비만 학생이 있었다. 연구는 반전설계에 따라 체육수업에서 적극적 장학과 소극적 장학이 번갈아 적용되었으며 자료의 변화는 SOFIT으로 관찰 기록하였다. 연구결과에서 실험통제는 분명하고 통일성 있게 적용되었음이 확인되었으며, 교사가 학생들의 활동지역을 자주 이동하며 격려하는 등의 적극적 장학행동은 학생의 MVPA수준에 직접적이며 긍정적인 영향을 미치는 것으로 나타났다. 그러나 장학의 순서는 MVPA수준에 영향을 미치지 않았다. 교사의 적극적 장학에서 잦은 위치이동과 언어적 상호작용은 필연적으로 기능적 상관이 있었다. 적극적 장학은 학습과정에서 학생의 비공식적 책무성을 유도하고 장기적으로 신체활동 습관 형성에 영향을 미칠 수 있다.

다국어 초록 (Multilingual Abstract)

This study examined the effects of active supervision on the moderate to vigorous physical activity(MVPA) levels of elementary school students during stunts instruction. Students from two separate lasses, characterized as "low activity students", and their teacher participated in the study. Student`s MVPA levels during stunts instruction served as the target behavior. Two supervisory conditions were contrasted using a reversal design and the target behavior was observed by the SOFTT. Passive supervision was characterized by low rates of teacher interaction,. such as prompting, encouragement, feedback, and movement. Active supervision consisted of teaching patterns that included higher rates of interactions with students and movement. Mean MVPA levels during passive condition were 193% while mean MVPA levels during active supervision were 34.7%. Findings point to a functional relationship between specific components of teachers` supervisory efforts and students` MVPA levels during stunts instruction. The importance of active supervision, within the context of holding students accountable for engaging in physical activity, is underscored by this study.

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