사회성 발달을 위한 팀빌딩체육프로그램의 개발과 효과검증

다국어 초록 (Multilingual Abstract)

The purpose of this study is to develop team building program in physical education classes for middle school students to develop sociality and to verify effectiveness of the program. For the purpose of this study, team building program was developed and verified following program development procedures composed of ‘demand analysis’, ‘program structuring’, ‘preliminary study’, and ‘program execution and improvement’.
At the first stage, the goal of team building program in physical education classes was set and its model was established. To this end, an open survey was conducted on 68 middle school students and 3 physical education teachers. The materials collected through the open survey were analyzed by inductive category analysis to extract reinforcing and interrupting factors. As a result, it was concluded that the team building mediation for ‘positive mindset,' ‘fair play spirit,' ‘social responsibility,' ‘positive interaction,' ‘personal relations,' and ‘team spirit' is required for middle school students to develop sociality in physical education classes. Based on this conclusion, the goal of the program was set. The program was composed of three steps. The first step of ‘team building goal' was to make participants understand and have motivation to join the program. Next, the second step of ‘psychological maturity' aimed to develop positive mindset, fair play spirit, and social responsibility. The last step of ‘social relationship establishment' was to build positive interaction, personal relations, and team spirit.
At the second stage, activities and strategies were decided to achieve the goal of team building program in physical education classes. The activity selection criteria include acceptability, accessibility, contribution to goal achievement, and effect on target group. The selected activities were evaluated by a group of experts and included in the first version of the program. The first step of ‘team building goal' was made for participating students to clearly understand the purpose of the program and be willing to be part of it. The second step of ‘psychological maturity' had contents to enhance positive team atmosphere, positive mindset, fair play spirit, and social responsibility. The third step of ‘social relationship establishment' was to build positive interaction, personal relations, and team spirit. In the mean time, as for activity strategy, the strategy suggested by the study of Prapavessis, Carron & Spink(1996) was reorganized and applied to this study.
At the third stage, preliminary study was conducted to verify effectiveness and feasibility of the first version of the program. The operational and course evaluation materials collected through the study were used to adjust the program model, activities, and strategies. As a result of the operational evaluation in the preliminary study, certain issues were raised, such as lack of understanding of class operation and program itself, and safety issue of teachware. First of all, as for class operation, class time increased or some activities were combined in one class. Next, to address lack of understanding of program itself and activities, we suggested goal of each class and gave a handout about relevant activities. Lastly, when it comes to safety issue, we tried to prevent accidents before executing the program, and activities with safety issues were replaced with others. In the mean time, as a result of course evaluation, it was revealed that students actively accepted the program, which positively affects improvement of their sociality. The program was modified？supplemented based on the results of preliminary study to come up with the final version of model, activities, and strategies. In addition, guidelines were developed to enhance feasibility of the program on the field. The guidelines included steps of the program, goal of each step and class, introduction of activities, teaching highlights, and expected effects.
At the fourth stage, 68 students at W middle school in Daejeon metropolitan city were selected as study participants to assess the effects of the developed program. They were classified into experiment group and controlled group, and the program was applied to the two groups so as to collect qualitative and quantitative materials. Qualitative materials included students' reports about activities in their classes and our observation report about them. The collected materials were analyzed based on subject analysis method(Vaughn, Schumm, & Sinagub, 1996). Quantitative materials were survey on sociality development. In order to analyze sociality of different target groups before and after the program, PASW-WIN 18.0 program was used to verify independent sample t-test and paired t-test, and carry out analysis of covariance(ANCOVA). As a result, qualitative effects of the program were improvement of positive mindset, fair play spirit, social responsibility, positive interaction, personal relations, and team spirit among middle school students, while quantitative ones were activity, sense of achievement, sociality, and autonomy.

The followings are conclusions of this study based on the results above.

First, the team building program in physical education classes for sociality of middle school students was developed based on strict procedures so that its customers can reasonably and actively accept it. Also, the program is composed of goals, activities, and strategies required for middle school students to build sociality.

Second, it was confirmed that the program develops sociality of middle school students. Therefore, it can be used as a mediation program in physical education class at middle school to develop their sociality.

목차 (Table of Contents)

• Ⅰ. 서 론 1
• 1. 연구의 필요성 1
• 2. 연구의 목적 5
• 3. 용어의 정의 6
• 1) 체육수업 6
• 2) 사회성 6
• 3) 팀빌딩체육프로그램 6
• 4. 연구의 제한점 7
• Ⅱ. 이론적 배경 8
• 1. 학교체육 8
• 1) 2009개정 교육과정에 따른 체육과교육과정 8
• 2) 체육수업의 이해 12
• 2. 사회성 14
• 1) 사회성의 개념 14
• 2) 스포츠에서의 사회화 15
• 3. 팀빌딩 17
• 1) 팀빌딩의 개념 17
• 2) 팀빌딩프로그램 적용을 위한 모형 18
• 3) 팀빌딩 전략 21
• 4. 프로그램 개발 23
• 1) 프로그램의 정의 23
• 2) 프로그램 개발의 정의 24
• 3) 프로그램 개발모형 24
• Ⅲ. 연구방법 29
• 1. 연구참여자와 참여학교 30
• 2. 연구도구 32
• 1) 1단계: 목표수립 32
• 2) 2단계: 프로그램 구성 32
• 3) 3단계: 예비연구 32
• 4) 4단계: 프로그램 실시와 개선 32
• (1) 참여관찰 33
• (2) 활동소감문 33
• (3) 사회성 발달 질문지 33
• 3. 연구절차 34
• 1) 1단계: 목표수립 34
• 2) 2단계: 프로그램 구성 34
• 3) 3단계: 예비연구 35
• 4) 4단계: 프로그램 실시와 개선 35
• 4. 자료처리 및 분석 36
• 1) 1단계: 목표수립 36
• 2) 2단계: 프로그램 구성 36
• 3) 3단계: 예비연구 36
• 4) 4단계: 프로그램 실시와 개선 37
• (1) 질적자료의 분석 37
• (2) 양적자료의 분석 37
• Ⅳ. 연구결과 38
• 1. 사회성 발달을 위한 팀빌딩체육프로그램 개발 38
• 1) 1단계: 목표수립 38
• 2) 2단계: 프로그램 구성 43
• 3) 3단계: 예비연구 48
• 2. 사회성 발달을 위한 팀빌딩체육프로그램의 효과검증 78
• 1) 질적검증 78
• 2) 양적검증 86
• Ⅴ. 논의 91
• 1. 사회성 발달을 위한 팀빌딩체육프로그램 개발 91
• 2. 사회성 발달을 위한 팀빌딩체육프로그램의 효과검증 96
• Ⅵ. 결론 및 제언 101
• 1. 결론 101
• 2. 제언 104
• 참고문헌 105
• 부 록 117
• ABSTRACT 159
• 감사의 글 162