태권도 수련이 중학생 인성에 미치는 영향 : 충청남도를 중심으로

다국어 초록 (Multilingual Abstract)

In this study, in order to examine how much moral education results have been advanced or went down after Taekwondo training of middle school students, compared to before, development in intellectual, physical, mental and social side was investigated and analyzed.
To achieve this purpose, middle school students, who learn Taekwondo in 5 locations at Gong-Ju, Non-San, Bu-Yeo, Seo-San and Chun-An in Chung-Nam province, were selected as targets for this study. And I set up total 42 questions that are constituted of normal 4 questions, intellectual 3 questions, physical 5 questions, mental 15 questions and social 15 questions and among data collected herein, valid data of questionnaire from 50 persons, was used for the final analysis. Frequency analysis, T-test, One-way ANOVA and Post-hoc analysis and Correlation analysis were performed through SPSS Ver. 12.0 of Windows and I verified the whole hypothesis. The results are as the following.
Firstly, difference of humanity in demography's feature of middle school students was compared and analyzed and as the result, at causes of humanity development by sex distinction, there was meaningful difference (p<.05) in development of intellectual and physical side. It means that Taekwondo training influenced humanity development related to intellectual side of middle school students, in addition to physical development or ability's advancement. Boy students had higher humanity development than girl students and hereupon, result of Taekwondo training was shown to give higher positive effects to humanity development of boy students that are outgoing and passionate, compared with girl students that are emotional and introvert. Therefore, focusing on boy students, providing opportunity to lead them to attend in Taekwondo training is considered to be desirable and expectation effect is also expected to be high in humanity development of boy students.
Difference of humanity by Taekwondo training was compared and analyzed and as a result, at causes of humanity development by motivation of training, there was meaningful difference systematically (p<.01) in development of intellectual and social side and there was meaningful difference as well (p<.05) in development of mental side. As the result by Post-hoc analysis, the cases, which started to train due to inducement of surrounding people were larger generally and cases with senses of purpose for mental, physical training, cases to develop temperament and cases to correct weak personality were shown on the back of it and lastly, cases with unclear senses of purpose for dilettante life had the lowest motivation. All things considered, we can see that Taekwondo training by voluntary motivation gave high humanity development, but in case that Taekwondo training was carried out by another person's will, students had higher humanity development. At middle school period with massive behavior and insufficient judgment, if we solicit for Taekwondo training and encourage students within they don't have negative opinion on Taekwondo training, they will have more affirmative result of humanity development, compared to voluntary Taekwondo practitioners. Based on the results, this study is prospected to be used usefully in training counseling of Taekwondo for middle school students.
In this study, intellectual, physical, mental and social side were all advanced through Taekwondo training and in mutual relation among intellectual, physical, mental and social sides, both of mental and social side had the highest mutual relation and they all had passive mutual relation at causes of humanity development. In conclusion, these results will be good examples to enable to know how Taekwondo training influences humanity of middle school students.
The object of this study is to know how Taekwondo training influences humanity building of middle school students. Focusing on problems happened by method of study and results of data analysis, in order to explain subjects about humanity education hereafter and solve its problems, I made some proposals as follows.
First, to examine humanity of middle school students properly, a study is required to compare the questionnaires carried out before and after Taekwondo training and observe them.
Second, among physical activities, which influence humanity of middle school students, a comparative study on martial arts such as fencing, judo and hapgido to train the body and improve mind is necessary, in addition to study of Taekwondo.
Third, although, this study was limited to some areas to set up the subjects of study, a study will be needed to make the result of study generalized, by setting up the subjects of study on a national scale.

목차 (Table of Contents)

• Ⅰ. 서론 = 1
• 1. 연구의 필요성 = 1
• 2. 연구 목적 = 3
• 3. 연구의 가설 = 3
• 4. 연구의 제한점 = 4
• Ⅱ. 이론적 배경 = 5
• 1. 태권도의 정의 = 5
• 2. 태권도의 교육적 가치 = 6
• 1) 태권도의 정신적 의의 = 7
• 2) 태권도의 신체적 의의 = 8
• 3) 태권도의 사회적 의의 = 8
• 3. 태권도와 정신건강 = 9
• 4. 태권도 수련과 인성교육 = 11
• 1) 인성의 의미 = 11
• 2) 인성교육의 필요성 = 13
• 3) 태권도가 인성교육에 미치는 요인 = 14
• 4) 현대 청소년의 특성과 태권도 = 16
• 5. 선행연구 = 18
• Ⅲ. 연구 방법 = 21
• 1. 연구 대상 = 21
• 2. 조사 도구 = 21
• 3. 설문지 신뢰도 검증 = 22
• 4. 연구 기간 = 23
• 5. 자료 처리 = 23
• Ⅳ. 연구 결과 및 논의 = 24
• 1. 응답자의 일반적 사항에 따른 빈도분석 = 24
• 2. 태권도 수련 후의 인성발달 내용에 관한 문항별 평균 = 25
• 3. 응답자의 일반적 사항에 따른 태권도 수련 후의 인성발달 차이 = 27
• 1) 성별에 따른 태권도 수련 후의 인성발달 차이 = 27
• 2) 학년에 따른 태권도 수련 후의 인성발달 차이 = 29
• 3) 수련기간에 따른 태권도 수련 후의 인성발달 차이 = 32
• 4) 수련동기에 따른 태권도 수련 후의 인성발달 차이 = 35
• 4. 인성발달 요인간의 상관관계 = 39
• 5. 논의 = 40
• Ⅴ. 결론 및 제언 = 43
• 1. 결론 = 43
• 2. 제언 = 44
• 참고문헌 = 45
• ABSTRACT = 48
• (설문지) = 51