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대학 태권도 선수들의 스포츠동기와 운동몰입 및 운동수행만족의 관계
임종식,양춘호 한국스포츠학회 2015 한국스포츠학회지 Vol.13 No.2
This study was conducted in order to analyze the relationships of university Taekwondo athletes’ sport motivation with their exercise commitment and satisfaction with exercise performance and to provide the athletes with basic data helpful for enhancing their performance. As for the subjects of this study, the University Taekwondo athletes registered in the Korea Taekwondo Association were set up as a population. For sampling, a survey was conducted with the athletes who entered the 42nd National University Taekwondo Championship. For data collection, excluding data on 25 persons with a lack of consistency, data on a total of 225 persons were selected. For statistical analysis, frequency analysis, exploratory factor analysis, reliability analysis, and multiple regression analysis were conducted and the following conclusions were obtained. First, inner satisfaction and value attachment in their sport motivation had positive impacts on sub -factors of exercise commitment: cognitive commitment and behavioral commitment, while a motivation had a negative impact on cognitive commitment and behavioral commitment. Second, value attachment in their sport motivation had a positive impact on their coaching behavior of satisfaction with exercise performance, while a motivation had a negative impact on their coaching behavior. Third, behavioral commitment in their exercise commitment had a positive impact on all sub-factors of their satisfaction with exercise performance: task performance, interactions and coaching behavior.
청소년의 해양스포츠 참여에 따른 스포츠자신감과 수업만족도의 관계
임종식,양춘호 한국융합학회 2015 한국융합학회논문지 Vol.6 No.4
본 연구는 청소년의 해양스포츠 참여에 따른 스포츠자신감과 수업만족도의 관계를 분석하는데 목적을 두고 실시하였다. 본 연구는 2015년 4월부터 2015년 6월까지 서울, 서산, 군산, 무안 지역에서 해양스포츠에 참여하는 중·고등학생 330명을 대상으로 탐색적요인분석, 신뢰도 검증, 상관관계분석, 다중회귀분석을 실시하여 다음과 같은 결론을 얻었다. 스포츠자신감과 수업만족도의 상관관계를 살펴본 결과 스포츠자신감의 특성스포츠자신감은 수업만족도의 수업내용(.185), 수업방식(.157), 수업효과(.121)에 정적영향을 미쳤으며, 체육교사(-.115)는 부적 영향을 미쳤다. 경쟁지향성은 수업내용(.292)과 수업방식(.264), 수업효과(.245)에 정적 영향을 미쳤다. 상태스포츠자신감은 수업만족도 하위변인 모두에 정적 영향을 미쳤다(p<.01). 스포츠자신감이 수업만족도에 미치는 영향을 살펴본 결과 수업내용과 수업방식은 경쟁지향성(β=.135, β=.126)과 상태스포츠자신감(β=.396, β=.353)에 정적 영향을 미쳤으며, 수업환경과 체육교사는 상태스포츠자신감(β=.347, β=.484)에는 정적 영향을, 경쟁지향성(β=-.176, β=-.178)에는 부적 영향을 미쳤다. 수업효과는 상태스포츠자신감(β=.844)에 정적 영향을 미쳤다. The purpose of this study was to analyze the relationship between sports confidence and class satisfaction according to adolescents’ participation in marine sports. First, as a result of analyzing the correlation between sports confidence and class satisfaction, confidence on specific sports had a positive (+) effect on class contents, class style, and class effect, and had a negative (-) effect on physical education teachers. Competition orientation had a positive (+) effect on class contents, class style, and class effect. State sports confidence had a positive (+) effect on all the sub-factors of class satisfaction. Second, as a result of analyzing the effect of sports confidence on class satisfaction, class contents and class style had positive (+) effects on competition orientation and state sports confidence, and class environment and physical education teachers had positive (+) effects on state sports confidence and negative (-) effects on competition orientation.