중국 대학 축구선수들의 스트레스 척도개발

조국동 충북대학교 대학원 2013 국내박사

중학생의 학교스포츠클럽 참여 동기가 창의성과 인성에 미치는 영향

김상우 충북대학교 2016 국내석사

The purpose of this study was to analyze the effects of participation motivations(intrinsic motivation, extrinsic motivation, and amotivation) for school sports clubs on the creativity and personality of middle school students and examine connections between them. It thus aimed to identify the subfactors of participation motivations for school sports clubs that would have positive effects on their creativity and personality and provide basic data for their activation plans. For those purposes, the investigator administered an inventory on participation motivations for school sports clubs, creativity and personality to 214 students that were participating in a school sports club at W Middle School in Cheongju. Data were collected in the self-administration method. Collected valid samples were statistically treated with the SPSS statistical program(Version 22.0). Exploratory factor analysis was conducted to secure the validity of inventories, and reliability analysis was carried out to check their internal consistency. Collected data were put to the independent-sample t-test and one-way ANOVA to examine participation motivations for school sports clubs, creativity, and personality according to demographic variables. A post hoc test(Tukey) followed when there were differences. In addition, multiple regression analysis was performed to investigate the effects of participation motivations for school sports clubs on creativity and personality. The findings were as follows: First, there were significant differences in participation motivations for school sports clubs, creativity and personality according to gender, grade, and participating event. Secondly, intrinsic and extrinsic motivation of participation motivations for school sports clubs had significant effects on creativity. Finally, intrinsic and extrinsic motivation of participation motivations also had significant impacts on personality. In short, it was found that intrinsic and extrinsic motivation, two subfactors of participation motivations for school sports clubs, had positive influences on the creativity and personality of middle school students.

초등학교 관리자 및 교사의 스포츠강사 제도 인식 분석

이지훈 충북대학교 교육대학원 2016 국내석사

이 연구는 청주시 내 초등학교 관리자와 교사가 인식하는 스포츠강사 제도의 역할, 인식에 대하여 중요도와 성취도를 파악함으로써 효율적인 스포츠강사 제도의 운영방안과 초등학교에서의 학교체육활성화를 위한 기초 자료를 제시하는데 그 목적이 있다. 이 연구의 목적을 달성하기 위하여 2015년 현재 청주시 내 스포츠강사를 운영하고 있는 초등학교 관리자(116명) 와 교사(192명)를 대상으로 설문조사 및 분석하였다. 자료의 처리는 설문지의 문항에 대한 타당도와 신뢰를 검증하기 위하여 요인분석과 신뢰도 분석을 실시하였으며, 연구 가설을 검증하기 위하여 독립표본 t-검정과 이원변량분석을 실시하였다. 자료수집을 위한 연구 도구로는 선행연구에서 사용된 문항을 기초로 하여 연구에 맞게 수정 보완하여 사용하였으며 회수한 설문지는 SPSS 20.0 version 프로그램을 이용하여 통계 처리한 결과, 다음과 같은 결론을 얻었다. 1. 결론 첫째, 관리자와 교사의 인구통계학적 특성에 따른 중요도에서 근무활동범위, 체육수업지도범위, 수업영역효과, 학생영역효과, 스포츠강사의 자질 및 능력 모든 범위에서 상호작용이 나타나지 않았지만 체육수업지도범위에서 성별에 대한 차이와 직위에 대한 차이가 나타났다. 성취도 부분에서 근무활동범위, 체육수업지도범위, 수업영역효과, 학생영역효과, 스포츠강사의 자질 및 능력의 성별과 직위 간의 상호작용이 있음을 알 수 있으며, 직위에 대한 차이검증에서 근무활동범위, 스포츠강사의 자질 및 능력에서 관리자 보다 교사의 성취도가 높은 것을 알 수 있었으며, 체육수업지도범위의 성별 차이검증에서 남자보다 여자의 성취도가 높은 것을 알 수 있다. 둘째, 스포츠강사 제도의 중요도와 성취도의 차이에서 중요도 차이 검증에서 스포츠강사 제도의 5가지 요인에서 모두 유의하지 않은 것으로 검증되었으며, 관리자와 교사 간의 성취도를 검증한 결과 근무활동범위, 스포츠강사의 자질 및 능력에서 담임교사가 관리자 보다 성취도가 높아 유의한 것으로 나타났다. 셋째, 초등학교 관리자와 담임교사의 제도 선택에 대한 차이를 검증한 결과 중요도, 성취도 부분에서 스포츠강사제도를 선택에서 모두 체육전담교사 제도 선택보다 중요도, 성취도가 높은 것을 알 수 있었으며, 유의한 것으로 나타났다. 이상의 연구결과를 통하여 스포츠강사 제도에 대해서 관리자와 교사가 중요하게 인식하고 있다는 것을 알 수 있었으며, 안정적인 정착과 차후의 발전적 운영을 위해서는 학교 현장의 관리자들과 교사들의 의견을 반영하여 스포츠강사의 역할과 업무 범위에 대한 정확한 지침을 마련하고, 초등학교 관리자와 교사의 스포츠강사 제도에 대한 정확한 이해와 실천이 이루어져야 하며, 정기적인 평가를 통해 제도의 지속적인 개선이 이루어져야 할 것이다. The objective of this study is to suggest measures to efficiently operate the sports instructor system and also basic data to vitalize physical education in elementary schools, by understanding the role and cognition of the sports instructor system cognized by administrators and teachers of elementary schools in Cheongju-si. To achieve this goal, it conducted/analyzed a survey targeting 116 administrators and 192 teachers of elementary schools currently operating the sports instructor system in Cheongju-si in 2015. In order to verify the validity and reliability of the questions in the questionnaire, the factor analysis and reliability analysis were conducted while also conducting the independent sampling t-test and two-way ANOVA to verify the research hypotheses. Based on the questions used for the preceding researches, they were modified/complemented suitable for the study to collect data. After statistically processing the collected data by using SPSS 20.0 version program, the conclusions like below were obtained. First, regarding the importance in accordance with the demographic characteristics of administrators and teachers, all the scopes of working activity range, scope of physical education instruction, effect of class area, effect of student area, and sports instructors' qualification and ability did not show interactions while the scope of physical education instruction showed differences in sex and position. In the area of achievement, the working activity range, scope of physical education instruction, effect of class area, effect of student area, and sports instructors' qualification and ability showed interactions between sex and position. In the verification of differences in position, teachers' achievement was higher in the working activity range and sports instructors' qualification and ability than administrators'. In the verification of the scope of physical education instruction, women's achievement was higher than men's. Second, in the verification of differences in the importance and achievement of the sports instructor system, all the five factors of the sports instructor system were not significant. In the results of verifying the achievement of administrators and teachers, teachers in charge showed higher achievement than administrators in the working activity range and sports instructors' qualification and ability, which was significant. Third, in the results of verifying the differences in the selection of system between administrators and teachers in charge, in the area of importance and achievement, the selection of the sports instructor system showed higher importance and achievement than the selection of the physical education teacher system, which was significant. In conclusion, the managers and teachers showed that they are aware of the important sports instructor system. A clear guideline and management policy should be implemented to continue sport instructor system for steady settlement and developmental running. so managers and teachers need to efforts put into for the more preparation and skill development. Finally, a correct understanding and practice should be made for effective operation of system. also this system will be improved through continuous evaluation.

초등학생의 학교스포츠클럽 참여에 따른 자아탄력성과 사회적 능력에 관한 연구

강윤식 충북대학교 2015 국내석사

본 연구는 초등학생의 학교스포츠클럽 참여에 따른 자아탄력성과 사회적 능력에 미치는 영향을 규명하는데 그 목적이 있다. 이 연구의 대상은 C도에 소재하고 있는 초등학교 5개 학교를 무선으로 선정하여 편의표본추출법에 의해 400명을 추출하였다. 수집된 설문자료 중 무성의한 설문과 일부 내용이 누락된 8명의 자료를 제외한 392명의 자료를 본 연구에 이용하였다. 이 연구에 사용된 연구도구는 김신희(2013)가 재구성한 자아탄력성 척도와 안춘희(2009)가 재구성한 사회적 능력 척도를 본 연구에 맞게 수정 및 보완하여 이용하였다. 자료처리는 SPSS ver.18.0을 이용하여 요인분석, 신뢰도분석, 일원분산분석, t-검정, 상관분석, 회귀분석을 이용하였다. 이 연구의 목적에 따라 분석하여 도출된 결론은 다음과 같다. 첫째, 성별에 따라 남학생이 여학생보다 자아탄력성의 하위요인인 활력성과 대인관계의 수준이 높았다. 학년에 따라 5학년이 4학년보다 감정통제와 활력성이 높은 것으로 나타났으며, 5학년과 6학년이 4학년보다 대인관계와 낙관성의 수준이 높은 것으로 나타났다. 둘째, 성별에 따라 남학생이 여학생보다 사회적 능력의 하위요인인 사회참여도의 수준이 높았다. 학년에 따라 5학년이 4학년보다 사교성, 대인적응성, 사회참여도, 주도성, 인기도의 수준이 높은 것으로 나타났다. 셋째, 학교스포츠클럽에 참여한 학생이 참여하지 않은 학생보다 자아탄력성의 하위요인인 감정통제, 활력성, 대인관계, 낙관성, 호기심의 수준이 높은 것으로 나타났다. 참여기간에 따라 2년 이상 집단이 1년 이하 집단보다 활력성의 수준이 높았다. 넷째, 학교스포츠클럽에 참여한 학생이 참여하지 않은 학생보다 사회적 능력의 하위요인인 대인적응성, 주도성, 인기도의 수준이 높은 것으로 나타났다. 참여기간에 따라 6개월 이하 집단과 2년 이상 집단이 참여하지 않은 집단보다 사회참여도의 수준이 높았다. 다섯째, 자아탄력성과 사회적 능력과의 관계에서는 자아탄력성의 하위요인인 활력성과 호기심은 사회적 능력의 하위요인인 사교성에 영향을 미치며, 감정통제, 대인관계, 낙관성은 사회적 능력의 하위요인인 대인적응성에 영향을 미치는 것으로 나타났다. 활력성, 대인관계, 호기심은 사회적 능력의 하위요인인 사회참여도에 영향을 미치며, 감정통제, 활력성, 낙관성은 사회적 능력의 하위요인인 주도성, 인기도에 영향을 미치는 것으로 나타났다. 본 연구의 결과를 종합하여 볼 때 초등학생의 학교스포츠클럽 참여는 자아탄력성 및 사회적 능력에 긍정적인 영향을 주는 것을 알 수 있다. 따라서 초등학교 시절부터 신체발달과 정신건강을 위해 다양한 신체활동의 기회가 제공되어야 하며 이를 통해 학생들이 사회구성원으로서 역할을 수행하기 위하여 자아탄력성을 바르게 형성시키며 사회적 능력을 향상시킬 필요가 있다. The purpose of this study was to examine the influence of the school sport club participation of elementary school students on their ego- resilience and social competency. The subjects in this study were 400 students who were selected by convenience sampling from five randomly selected elementary schools located in the province of C. After a survey was conducted, the answer sheets from 392 were analyzed except for eight incomplete ones. The instruments used in this study were Kim Shin-hee(2013)'s reorganized version of an ego-resilience scale and Ahn Choon- hee(2009)'s reorganized version of a social competency scale. Both scales were used with some modifications to serve the purpose of the study. As for data analysis, a statistical package SPSS 18.0 was employed to conduct a factor analysis, reliability analysis, one-way ANOVA, t-test, correlation analysis and regression analysis. The findings of the study were as follows: First, concerning ego-resilience by gender, the boys excelled the girls in vitality and interpersonal relationship that were subfactors of ego- resilience. By grade, the fifth graders were better than the fourth ones at emotional control and vitality, and the fifth and sixth graders were ahead of the fourth ones in interpersonal relationship and optimism. Second, regarding social competency by gender, the boys were ahead of the girls in social participation, which was one of the subfactors of social competency. By grade, the fifth graders surpassed the fourth ones in socializing, interpersonal adjustment, social participation, initiative and popularity. Third, the students who joined in one or more school sport club(s) were ahead of the students who didn't at emotional control, vitality, interpersonal relationship, optimism and curiosity that were the subfactors of ego- resilience. As for the impact of the period of participation, the group that was school sport club members for two years or more were better than the group that was for a year or less at vitality. Fourth, the students who participated in one or more school sport club(s) excelled the others who didn't in interpersonal adjustment, initiative and popularity which were the subfactors of social competency. In regard to the influence of the period of participation, the groups that were school sport club members for six months or less and for two years and more were ahead of the group that weren't in social participation. Fifth, as for the relationship between ego-resilience and social competency, vitality and curiosity that were the subfactors of ego- resilience affected socializing that was one of the subfactors of social competency, and emotional control, interpersonal relationship and optimism exerted an influence on interpersonal adjustment that was one of the subfactors of social competency. Vitality, interpersonal relationship and curiosity had an impact on social participation among the subfactors of social competency, and emotional control, vitality and optimism exercised an influence on initiative and popularity among the subfactors of social competency. The above-mentioned findings illustrated that the school sport club participation of the elementary school students had a positive impact on their ego-resilience and social competency. Therefore students should be given plenty of opportunities to enjoy various physical activities from elementary school to promote their physical development and mental health. And they should be helped to boost their ego-resilience and social competency in the right way in order to become full-fledged, eligible members of society.

초등학생의 스포츠 활동 참여와 가족건강성, 사회적 지지 및 주관적 행복감의 구조적 관계

오승영 충북대학교 2015 국내박사

The purpose of this study was to offer data that is helpful for making conditions and atmospheres such that elementary school students can participate in sports activities in a positive manner. Through close examination of structural relationships among elementary school student sports activity participation, family strength, social support, and subjective happiness, the study will show that sports activity participation can contribute to a happy and harmonious family and school life in the present. Present happiness can contribute to personal successes and society as a whole in the future. The population was set to be fifth and sixth graders who are attending an elementary school in Chungcheongbuk Province. 734 peoples' samples were extracted by using quota sampling. A questionnaire was used as a survey tool of this study. Content validity was verified by carrying out the primary preliminary survey. Construct validity and reliability were inspected on the basis of the secondary preliminary survey. The data collected through this survey were conducted descriptive analysis, frequency analysis, exploratory factor analysis, confirmatory factor analysis, reliability analysis, t-test, one way ANOVA, correlation analysis, simple regression analysis & multiple regression analysis, and structure equation model by using SPSS 18.0 and AMOS 18.0 programs. The following are the conclusions that were obtained on the basis of the elicited results. First, according to gender, the male students had higher family strength and positive, subjective happiness when compared to the female students. The female students had higher negative happiness scores when compared to the boy students. Social support did not differ depending on gender. According to the school year, the fifth grade had greater family strength and social support when compared to the sixth grade. The sixth grade showed higher negative happiness scores when compared to the fifth grade. Positive happiness did not differ depending on the school year. This implies that the female students and the sixth graders need to understand the necessity of sports activity participation and be given positive recommendations of activities. Further emphasis should be placed upon familial participation in the recommended sports activities. Second, the students who participated in the sports activities, showed higher family strength, social support, and subjective happiness when compared to the students who did not participate. There was no significant difference mostly depending on the participation level. However, the group with ‘over 5 times’ and ‘over 2 hours’ had negative differences in harmonious family, conflict adjustment, and negative relationships. Accordingly, appropriate sports activity participation should be recommended for elementary school students' happiness. Third, sports activity participation revealed positive influences upon family strength, social support and subjective happiness. There was no significant difference mostly depending on the participation level. But, frequency of participation has had a negative impact on conflict regulation and positive efficacy. This signifies that elementary school students should participate in sports activities between 60 and 90 minutes, three times a week. Forth, Family strength of elementary school students who took part in sports activities exhibited positive influences upon social support and subjective happiness as well. Social support of elementary school students who take part in sports activities positively influenced subjective happiness. This signifies that carrying out a positive role in sports activities enhances the teachers' role in social support and activities of family strength. Finally, as a result of examining the relationship among the sports activity participation level, family strength, social support and subjective happiness with the structure equation model, it was indicated that there is a negative(-) relationship between sports activity participation level and family strength. A positive(+) relationship among family strength, social support, and subjective happiness was also indicated. Sports participation has proven to increase happiness and social support from the student's family. Therefore, synergies and complimentary relationships exist between family health and social support, which positively affects the subjective feelings of happiness. 본 연구는 초등학생의 스포츠 활동 참여와 가족건강성, 사회적 지지 및 주관적 행복감의 구조적 관계를 규명하여 화목한 가정과 즐거운 학교생활을 통해 행복한 삶을 영위하는데 스포츠 활동 참여가 기여할 수 있음을 증명함으로써, 초등학생들이 적극적이고 지속적으로 스포츠 활동에 참여할 수 있는 동기부여와 여건 조성에 관심을 갖고, 활기찬 신체활동을 통해 행복함 삶을 꿈꾸는 미래의 실제 도움 자료를 제공하고자 하였다. 이를 위해 충청북도에 재학 중인 초등학교 5, 6학년을 모집단으로 설정한 후 할당표본추출을 이용하여 총 734명을 표본으로 추출하였다. 본 연구의 조사도구로 설문지를 사용하였으며, 1차 예비조사를 실시하여 내용 타당도를 검증 받은 후 2차 예비조사 결과를 바탕으로 구인 타당도 및 신뢰도를 검증하였다. 본조사를 통해 수집된 자료는 SPSS 18.0와 AMOS 18.0 프로그램을 이용하여 기술통계분석, 빈도분석, 탐색적 요인분석, 확인적 요인분석, 신뢰도 분석, t-검정, 일원변량분석, 상관관계분석, 단순회귀분석 및 다중회귀분석, 구조방정식 모형 분석을 실시하였으며 도출된 결과에 기초하여 얻은 결론은 다음과 같다. 첫째, 성별에 따라서는 남학생이 여학생에 비해 가족건강성과 주관적 행복감의 긍정적 행복감이 높았고, 여학생은 남학생에 비해 부정적 행복감이 더 높았다. 사회적 지지는 성별에 따른 차이가 없었다. 학년에 따라서는 5학년이 6학년에 비해 가족건강성과 사회적 지지가 높았고, 6학년은 5학년에 비해 부정적 행복감이 더 높았다. 긍정적 행복감은 학년에 따라 차이가 없었다. 이는 여학생과 6학년 학생들의 스포츠 활동 참여를 적극 권장해야 하며, 가족과 함께하는 스포츠 활동의 필요성이 더욱 강조되어야 한다. 둘째, 스포츠 활동에 참여하는 학생들은 비참여 학생들에 비해 가족건강성과 사회적 지지, 그리고 주관적 행복감이 높았다. 참여수준에 따라서는 대부분 유의한 차이가 없었으나, ‘5회 이상’, ‘2시간 이상’ 그룹에서 화목한 가정, 갈등조절, 부정적 관계성에서 부정적인 차이가 있었다. 따라서 초등학생의 행복을 위해서는 적절한 수준의 스포츠 활동 참여가 권장된다. 셋째, 스포츠 활동 참여는 가족건강성, 사회적 지지, 주관적 행복감에 긍정적인 영향을 주었다. 참여수준은 대부분 변인에서 유의한 차이가 없었으나, 참여빈도는 갈등조절과 긍정적 효능감에 부정적인 영향을 미쳤다. 이는 초등학생에게 주 3회, 1시간~1시간 30분의 스포츠 활동이 권장됨을 의미한다. 넷째, 스포츠 활동에 참여하는 초등학생의 가족건강성은 사회적 지지와 주관적 행복감에 긍정적인 영향을 주었고, 스포츠 활동에 참여하는 초등학생의 사회적 지지는 주관적 행복감에 긍정적인 영향을 주었다. 이는 스포츠 활동 참여로 향상된 가족건강성과 사회적 지지가 주관적 행복감에 긍정적인 영향을 미치는 것을 의미한다. 다섯째, 스포츠 활동 참여수준과 가족건강성, 사회적 지지 및 주관적 행복감의 관계를 구조방정식모형으로 살펴본 결과 스포츠 활동 참여수준과 가족건강성에는 부(-)적 관계가 있으나, 사회적 지지와 주관적 행복감과는 관계가 없고, 가족건강성과 사회적 지지, 주관적 행복감에는 정(+)적 관계, 사회적 지지와 주관적 행복감에는 정(+)적 관계가 있는 것으로 나타났다. 이는 초등학생의 주관적 행복감에 영향을 미치는 가족건강성과 사회적 지지가 상승효과 및 상호보완적인 관계가 있음을 의미한다. 따라서 가정에서는 초등학생들이 여가시간을 활용하여 흥미와 적성, 수준에 맞는 스포츠 활동에 참여하는 것을 적극 권장해야 하며, 나아가 가족 친화형 생활체육에 함께 참여해야 한다. 학교에서는 스포츠 활동의 중요성을 인식하고 운동부, 스포츠클럽 등 다양한 형태의 스포츠 활동을 적극적으로 운영하여 학생들이 신체활동 중심의 여가시간을 보낼 수 있도록 여건을 조성해야 하며, 교사의 적극적인 지지와 칭찬이 필요하다. 마지막으로 지역사회에서는 지역 주민이 건강하고 행복하게 살아가는데 스포츠 활동이 긍정적인 역할을 수행함을 인지하여, 온 가족이 함께 참여할 수 있는 다양한 생활체육 프로그램을 운영하여 건전한 여가활동으로 건강한 사회를 이룩하는데 중심 역할을 해야 한다.

정구선수의 자기관리가 경쟁불안에 미치는 영향

김병두 충북대학교 2015 국내석사

The purpose of this study was to examine the self-management behavior of secondary school male tennis players and the influence of their self-management on competition anxiety in an effort to provide some information on the pre-match self-management and competition anxiety of players and instructors and the improvement of the athletic performance of players. The subjects in this study were 170 male players who participated in the tennis competitions of the national secondary school autumn league in August, 2014. After the importance of this study and the items of the questionnaire to be used were explained to the players, a survey was conducted, and the answer sheets from 158 respondents were analyzed except for 12 ones that were incomplete. The collected data were analyzed by a statistical package SPSS 22.0. A frequency analysis was made to find out the general characteristics of the secondary school male tennis players, and an exploratory factor analysis was made to verify the validity of the variables. Cronbach‘s alpha coefficients were calculated to test reliability, and t-test and one-way ANOVA were utilized to see if there would be any differences in self-management and competition anxiety according to their career and prize-winning experience. Besides, a correlation analysis and multiple regression analysis were made to determine the correlation and influential relationship of self-management and competition anxiety. The findings of the study were as follows: First, there were differences among the secondary school male tennis players in self-management according to their player career, class and prize-winning experience among general characteristics. Second, there were no differences among the secondary school male tennis players in competition anxiety according to their player career, class and prize-winning experience among general characteristics. Third, the self-management of the secondary school male tennis players exercised an influence on their competition anxiety. The above-mentioned findings illustrated that there were differences among the secondary school male tennis players in self-management according to their player career, class and prize-winning experience, and that self-management had an impact on competition anxiety and its sub factors. Therefore it will produce better results and serve to maximize the athletic performance of secondary school male tennis players if their instructors guide them by map out teaching plans and strategies in consideration of the findings of the study.

배드민턴 지도자의 리더십행동 유형이 동호인만족도에 미치는 영향

염재섭 충북대학교 2014 국내석사

This study aims to analyze the demographic variables, and the amateur badminton players the sex and the age, career centering on the Boeun area, and to analyze the differences in the life satisfaction(hygienic, social, educational, environmental) based on them in order to provide the basic materials to enhance the understanding of coaches data badminton players club in Boeun metropolitan City in 2014 have been chosen as the subjects of the study. After explaining the contents and purposes of the questionnaires to the amateur badminton players, the data the collected was by the self-administration method, the sampling was conducted with 192 persons in all(males: 111, females: 81)as the subjects of the study. The resule of the study is as follows: Firstly, After analyzing the difference for the leadership styles according to the demographic characteristics, there seem to be statistical differences between men and women for the leadership styles according to the gender. For the leadership styles according to the career, there was not any statistical difference. Secondly, After analyzing the difference for the satisfaction level according to the demographic characteristics, there seem to be statistical differences between men and women amateur badminton players for the satisfaction level according to the gender. For the satisfaction level according to the age, there is not any statistical difference. Thirdly, After analyzing the influence of the leadership styles and the demographic characteristics on the satisfaction level of amateur badminton platers, there is not any statistical difference for the satisfaction level for the execution of tasks. For the satisfaction level of the social interaction, the social supporting actions seem to have a stationary influence and the overall actions seem to have a negative influence. For the satisfaction level related to the leadership activities, such things as the training, the instructive actions, the democratic actions and the social supporting actions seem to have a stationary influence. It seems that the demographic characteristics(genders, academic, backgrounds, athletic career) do not have a statistical influence for the satisfaction level. Putting these findings in to satisfaction, it is found that the sex and career of the amateur badminton players make significant differences in their satisfation.

정구 선수의 경쟁불안과 자기관리,정신력, 수행전략 심리요인 분석

남효주 충북대학교 2014 국내석사

The purpose of this study was to examine any possible differences between excellent tennis players and non-excellent tennis players of high schools and business teams in psychological factors involving competition anxiety, self-management behavior, mental power and performance strategy in an effort to provide tennis players and instructors with information on the relationship of psychological factors to athletic performance and on the improvement of athletic performance. The subjects in this study were 200 tennis players who were selected by random sampling from high schools and business teams. Both of male and female players were selected. After a survey was conducted, the answer sheets from 182 respondents were analyzed except for the incomplete ones. As for data analysis, t-test was utilized to look for differences between the male and female players, between the high school players and the business team players and between the excellent players and the non-excellent players, and then a radial graph was drawn up to show the results of t-test. The statistical package SPSS 18.0 was employed to analyze the collected data. The findings of the study were as follows: 1. Concerning differences between the excellent high school boy players and the non-excellent high school boy players in the psychological factors, there were no significant differences in all the items that were sport competition anxiety, self-management behavior as a player. 2. As a result of comparing the excellent and non-excellent high school girl players in terms of the psychological factors, the excellent players were better at emotional regulation, one of the subfactors of the performance strategy test. 3. Regarding differences between the excellent and non-excellent business team players in the psychological factors, there were no significant differences in sport competition anxiety, self-management behavior as a player. 4. There were differences between the excellent and non-excellent business team female players in competition anxiety, self-management behavior and performance strategy. The excellent players felt more sport competition anxiety than the non-excellent players overall, and the former was better at inherent behavioral management, one of the subfactors of self-management behavior. Besides, the excellent players were better at overall self-regulation behavior. The non-excellent players were more excellent in emotional regulation, which was one of the subfactors of performance strategy. The findings of the study illustrated that there were no significant differences among the male players in the psychological factors, which were competition anxiety, self-management, mental power and performance strategy, and that the self-management and performance strategy of the female players exerted an influence on their own athletic performance. Therefore the psychological anxiety of individual players should accurately be analyzed to relieve them of anxiety to boost their athletic performance

운동참가에 따른 대학생의 행복지수와 우울증, 스트레스의 관계

윤성호 충북대학교 2014 국내석사

The purpose of this study was to examine the impact of the degree of exercise on happiness index, depression and stress among college students in an effort to suggest the value of exercise. The subjects in this study were 230 male and female college students, on whom a survey was conducted to gather data. The collected data were analyzed by the statistical package SPSS WIN 19.0 to address the research questions of the study, and frequency analysis, t-test, one-way ANOVA and multiple regression analysis were carried out. The level of significance was set at a=.05. The findings of the study were as follows: Concerning the happiness index of the college students by sociodemographic variables including gender, the female students were in significantly better social and intellectual health, which were two subfactors of happiness index. As to exercise career, there were significant differences according to that only in social health and intellectual health, which were two subfactors of happiness index. The group that exercised for six months or less ranked first, followed by the group with two years or more of exercise experience and the group that exercised for six months to less than two years. Whether they exercised or not produced no significant differences. Second, regarding the depression index of the college students by sociodemographic variables, there were no significant gender gaps. As for exercise career, significant differences were found in depressive emotion, one of the subfactors of depression index. Depressive emotion was least prevailing in the group that exercised for six months or less, and was most prevailing in the group that exercised for two years or more. It implied that the exercise career of the college students was in inverse proportion to their depression index, and whether they worked out or not made no significant differences to their depression index. Third, in relation to the stress index of the college students by sociodemographic variables, there were significant gender gaps in emotional stress only. The female students felt more emotional stress than the male students. Significant differences were found in every factor of emotional stress and physical stress according to exercise career. The group that exercised for six months to less than two years felt the least emotional stress, followed by the group with six months or less of exercise experience and the group with two years or more of exercise experience. The group that exercised for six months to less than two years was under the most physical stress, followed by the group with two years or more of exercise experience and the group with six months or less of exercise experience. Whether they worked out or not made significant differences to their emotional stress and physical stress. The female students were under more emotional stress, and the male students had more physical stress. Fourth, the happiness index of the college students exerted no significant influence on their depressive emotion, interpersonal failure and social malfunction. Fifth, the happiness index of the college students exerted no significant influence on their emotional stress and physical stress, which were the subfactors of stress index. Sixth, the depression index of the college students exerted a significant influence on their physical stress, one of the subfactors of stress index. The findings of the study illustrated that gender, exercise career and whether to work out or not had a non-linear relationship with happiness index, depression index and stress index.

무용/동작 치료 프로그램이 지적장애 청소년의 자기효능감에 미치는 영향

김유경 충북대학교 2017 국내석사

This study aimed that I intended to examine the effects of dance movement therapy programs on self-efficacy of adolescent with intellectual disability by application of Rudolf Laban’s BESS. I progressed to study on object of third class adolescent with intellectual disability who divided into two group such as 6 test group and 6 control group who attended to i - special education support center and they healed therapy class. In order to measure on self-efficacy of adolescent with intellectual disability, I used the questionnaire which made as criterion of self-efficacy by Shere(1982) and adapted by Hong, Hyeyeong(1995)and reconstituted to fit level of adolescent by Kim, Hyeonsuk(2001). After pretest, in the test group, I progressed dance movement therapy programs by application of Rudolf Laban’s BESS during 16 sessions and , in the control group, I identically had progress body strengthen exercise which progressed at the existing center. After 16 sessions, the conclusion from self-efficacy test about test group and control group as follows: The first, when I applied dance movement therapy programs by application of Rudolf Laban’s BESS, they improved their general self-efficacy which related routine life skill in comparison non-application group. The control group did not show definite change. That is to say, there was a meaningful difference between the group of body strengthen exercise and the group of dance movement therapy programs by application of Rudolf Laban’s BESS. So this dance movement therapy programs can be positively affected to improve on self-efficacy of adolescent with intellectual disability. he second, when I applied dance movement therapy programs by application of Rudolf Laban’s BESS, they mproved their social self-efficacy which related social interaction in comparison non-application group. he control group also have improved their social self-efficacy but it did not different greatly in comparison before application. The group which progressed dance movement therapy programs showed more definite improvement. There was a meaningful results in statistically. Therefore dance movement therapy programs by application of Rudolf Laban’s BESS can be positively affected to improve on social self-efficacy of adolescent with intellectual disability. The third, when I applied dance movement therapy programs by application of Rudolf Laban’s BESS, they improved their on the whole self-efficacy in comparison non-application group. The whole self-efficacy is meaning with a common designation for the general self-efficacy and the social self-efficacy. It means that self-efficacy of general situation and self-efficacy in the relation have improved together. Therefore dance movement therapy programs by application of Rudolf Laban’s BESS can be positively affected to improve on the whole self-efficacy of adolescent with intellectual disability. In the results of this study, we can see that dance movement therapy programs by application of Rudolf Laban’s BESS can be positively affected to improve on self-efficacy of adolescent with intellectual disability. herefore, through the results of this tudy if we apply special education programs and together dance movement therapy programs in all education site and local community, they can help to improve self-efficacy through movement education along with internal and external growth, I think. We will find more effective operation plan by introduce the program which can be easy participated in not only adolescent with intellectual disability but also from infant to adult.