공부하는 학생선수 만들기의 함의와 실천적 과제 = The Implications and the Practical Issues of Fostering the Student-Athlete Who do Study

다국어 초록 (Multilingual Abstract)

The purpose of the study is to continue the discourse as to fostering the student-athlete who endeavors both academically and athletically as literally; and, furthermore, to provide implications for consolidating complemented cultures of the college athletics. Given that, this study investigated student-athlete's academic and athletic experiences with the case of a Y university basketball team under a college-athletics normalization project. Also, this study re-illuminated what took places to the student-athlete group after the academic obligation was more embossed than ever. Furthermore, practical issues were identified to foster the student-athletes who actually carry out study. The present study utilized grounded theory and case study. The result of the study was as followed.
First, the results showed certain patterns of the student-athletes who perform both study and a sport. Totals of 153 concepts, 14 subcategories, and 7 categories were collected. The axial coding paradigm revealed that the student-athlete's experiences consists of self-conflict as the causal condition; alienation as the context; agony for a student-athlete's self-identity as the central phenomenon; improved culture and residual culture as intervening conditions; evasion, adaptation, active coping as action or interactional strategies; and, maladjustment, secondary adjustment, and adjustment as consequences. By the selective coding, redefining self was deduced as the core category.
Second, making the student-athletes studying changed the athletics culture, and the culture was branched into socio-structural and socio-cultural aspects. The socio-structural changes were related to change in athletic practice, academic tutoring and others. These manifest changes indicates system revision. The socio-cultural changes were practice atmosphere change, mutual understanding, break from dichotomize space-time, finding peers I(extension of social network), and finding peers II(Cooley's looking glass self). That seems latent changes were occurred through the system revision.
Third, the student-athletes who keep pace with study represented recovery of the right to learn for student-athletes, normalization of higher education, normalization of the college athletics, and changing generalized others. The recovery of the right to learn indicates the active and challenging image of the student-athletes who took care of their primary roles as students. The normalization of higher education evinces fostering well-rounded student-athletes through higher education. The normalization of the college athletics represents escaping from the state amateurism in the past. The changing generalized others means proposing a new student-athlete model who keeps pace with study.
Last, this study identified practical issues to realize the student-athlete who do study. Supporting the previous discourse for fostering the student-athletes keeping pace with study, the present study addressed some issues based upon a Y university basketball team case, and Mead's role-taking theory(1934) was utilized. The issues are changing the universal image of the student-athlete; guaranteeing right to learn; induction of a league system with relegation rule; improvement of the admission rule; prohibition of labor exploitation using the student-athlete; increasing real scholarship; increasing licensed supervisory system; academic advising system, customized class programs; and, more efficient practice system.

목차 (Table of Contents)

• Ⅰ. 서론 1
• 1. 연구의 필요성 1
• 2. 연구 목적 7
• 3. 연구 문제 9
• Ⅱ. 이론적 배경 10
• 1. 한국 학원엘리트스포츠에 대한 이해 10
• 2. 스포츠선진국의 학원엘리트스포츠 모델 19
• 3. 학원엘리트스포츠에 관한 선행연구 25
• 4. 이론적 틀: George Herbert Mead의 역할취득이론 41
• Ⅲ. 연구방법 47
• 1. 연구참여자 49
• 2. 자료수집 54
• 3. 자료분석 58
• 4. 자료의 진실성 65
• 5. 연구의 윤리성 68
• Ⅳ. 학업과 운동을 병행하는 학생선수의 경험 69
• 1. 학업과 운동을 병행하는 학생선수의 경험에서 도출된 개념 및 범주 70
• 2. 학업과 운동을 병행하는 학생선수의 경험 모형 72
• 3. 자아의 재정의: 선택코딩에 의한 핵심범주 93
• Ⅴ. 학업과 운동의 병행으로 변화된 운동부 문화 102
• 1. 사회구조적 변화: 시스템 재정립 103
• 2. 사회문화적 변화: 시스템 재정립에 의한 잠재적 변화 111
• Ⅵ. 공부하는 학생선수상의 함의 122
• 1. 학생선수의 학습권 회복: 선 학생, 후 선수 123
• 2. 대학교육의 정상화: 전인적 학생선수의 양성 127
• 3. 학원엘리트스포츠의 내실화: 국가아마추어리즘 탈피 129
• 4. 일반화된 타자상의 변화: 공부하는 학생선수상 모델 제시 131
• Ⅶ. 공부하는 학생선수상 정립을 위한 실천적 과제 134
• 1. 공부하는 학생선수상 개혁담론의 부정적 시각에 대한 반론 135
• 2. 공부하는 학생선수상 정립을 위한 실천적 과제 138
• Ⅷ. 요약 및 제언 156
• 1. 요약 156
• 2. 제언 158
• 참고문헌 160
• 부록 173
• Abstract 177