청소년 체육 활성화를 위한 학교체육과 지역사회체육에 대한 인식파악 및 협력방안 모색

전정선(Jeon Jeong-Seon),윤양진(Yoon Yang-Jin),박민지(Park Min-Ji),이선지(Lee Seon-Ji) 한국체육과학회 2009 한국체육과학회지 Vol.18 No.4

This research is aimed at identifying the degree to which physical education of schools and communities are recognized and providing with fundamental data so as to develop physical education of youth. By using a convenience sampling, the survey was conducted to 672 people including college students and parents. We conducted data analysis by means of SPSS 12.0 program, carrying out X test, variants analysis, multiple-response cross-analysis and Kruskal Wallis Test. Then, we reached following conclusion. First, awareness of physical education of schools and communities significantly depend on the age, occupation, facilities and programs of communities, leaders of physical education of communities and schools, and facilities and programs at school. Next the result of analysis examining cooperative ways between physical education of schools and communities are variably significant by the age, occupation and income. First, the most important reasons why there has not been enough cooperation is the lack of cooperative efforts by local administrations and problems for administering cooperation mainly come from weak recognition about physical education of communities. Second, the most essential factor for cooperation is to manage community programs and the one for using physical education of communities well is to offer tax cuts to managers. Third, one of cooperative ways is to provide systematic information about resources for physical education of communities and another is aggressive cooperation within the communities. In order to further develop, positively opening local facilities and establishing the system between schools and local organizations are also shown to be important. Therefore, positive support from local administrations, offering systematic information, local cooperation, openness of facilities and the establishment of affiliated system between schools and local organizations will make cooperation well.

체육교사가 지각한 학교혁신 선행요인간의 관계

전정선(Jeon Jeong-Seon),윤양진(Yoon Yang-Jin) 한국체육과학회 2010 한국체육과학회지 Vol.19 No.3

I conducted research to offer preliminary data for examining the relations among proceeding conditions that physical education teachers perceive. Then understanding the desired innovations in schools and to look for the ways which they can lead this innovation in our schools. To achieve the goal of this research, the study represents a physical education teacher population in Ulsan and samples 226 people using convenience sampling and, after questionnaires, the results of survey are analyzed using descriptive statistics analysis, exploratory factor analysis, reliability analysis, t?test, one?way ANOVA, Correlation Analysis, and multiple regression analysis. As a result of the research the following conclusions can be drawn. Firstly, this study that showed male teachers, small schools which have less than 25 member classes, and teachers who have long careers (more than 21 years) understand the organizational justice, organizational citizenship behavior and innovative behavior depending on background variables more than the others do. Secondly, organizational justice, organizational citizenship behavior and innovative behavior have a static correlation among sub factors. If you go through in more detail, you can see that interactional justice is significantly associated with organizational citizenship behavior and polite behavior is significantly associated with innovative behavior. Lastly, organizational justice, organizational citizenship behavior and innovative behavior all affect each other. To see more details, the study shows that organizational justice makes big contribution to sub factors such as civic virtue and polite behavior, and that organizational citizenship behavior and distributive justice influence most on civic virtue.

학교스포츠클럽 활동 활성화를 위한 참가제약 관계요인의 인식 및 영향관계 분석

전정선(Jeon Jeong-Seon),윤양진(Yoon Yang-Jin) 한국체육과학회 2011 한국체육과학회지 Vol.20 No.3

This study was conducted on students participating in school sports clubs and aimed to provide basic data for an attempt seeking ways to keep the activities of school sports clubs going, identifying students’ perceptions of participation constraints, negotiation strategies on participation constraints and continuous participation intention and their impact relations. 395 of teenagers who take part in school sports clubs in Ulsan were selected and in order to identify their perceptions of participation constraints, negotiation strategies on participation constraints and continuous participation intention and their relations, description, factor analysis, reliability analysis, t-test, Duncan post-hoc test and multiple regression analysis were carried out, which led to the conclusion as follows. First, the results have shown that high school girls who have been participating in leisure activities for less than a year realized great participation constraints and middle school boys who have been taking part in competitive activities for more than a year perceived high levels of negotiation strategies on participation constraints and continuous participation intention. Second, every factor of participation constraints significantly has negative effects on continuous participation intention and constraints of consciousness of surroundings and time and financial constraints negatively affect negotiation strategies on participation constraints. Meanwhile, negotiation strategies such as exploring partners, skill acquisition, changing desires and controlling a level of intensity significantly have positive effects on continuous participation intention. In other words, the high level of perception of participation constraints found in students taking part in school sports clubs negatively affects continuous participation intention and the high level perception of negotiation strategies to overcome participation constraints has positive effects on continuous participation intention. Third, it has been shown that negotiation strategies on participation constraints perform a role to relax participation constraints between participation constraints and continuous participation intention.

남자 중학생의 댄스스포츠수업 참여가 자아탄력성과 대인관계능력 변화에 미치는 영향

전정선,윤양진 이화여자대학교 교과교육연구소 2010 교과교육학연구 Vol.14 No.4

중학교 시기의 대인관계에 대한 탄력적인 대처능력 습득은 올바른 사회화 과정에 중요한 역할을 할 것이다. 이에 남학생들에게 댄스스포츠 수업을 통해 서로에 대한 배려와 이해의 기술인 대인관계능력과 상황에 탄력적으로 대처하는 능력을 길러 주는 것이 필요하다고 할 수 있다. 이에 본 연구는 남자 중학생을 대상으로 댄스스포츠 수업을 적용하였을 때 자아탄력성과 대인관계능력 변화에 미치는 효과를 규명하고자 하였다. 울산광역시 소재에 U중학교를 모집단으로 설정하고 댄스스포츠 수업에 참여하는 실험집단과 참여하지 않는 비교집단을 대상으로, 두 집단 모두 자아탄력성과 대인관계능력을 사전과 사후에 측정하여 집단 내와 집단 간 결과를 비교분석하였다. 측정 자료는 SPSS 12.0을 이용하여 탐색적 요인분석, 신뢰도분석, t-검정을 실시하여 다음과 같은 결론을 도출하였다. 첫째, 댄스스포츠 수업에 참여한 집단은 전체적인 자아탄력성과 활력성, 감정통제, 호기심, 낙관성의 모든 하위요인이 향상된 것으로 나타났다. 둘째, 댄스스포츠 수업에 참여 집단이 비 참여 집단에 비해 전체적인 자아탄력성과 호기심을 제외한 활력성, 감정통제, 낙관성이 향상된 것으로 나타났다. 셋째, 댄스스포츠 수업에 참여한 집단은 전체적인 대인관계능력과 처음관계형성, 자기노출, 정서적지지, 대인갈등다루기의 모든 하위요인에서 향상된 것으로 나타났다. 넷째, 댄스스포츠 수업에 참여한 집단이 비 참여 집단에 비해 전체적인 대인관계능력과 처음관계형성, 자기노출, 정서적지지, 대인갈등다루기의 모든 하위요인에서 향상된 것으로 나타났다. The purpose of this study is to demonstrate the effects dance-sport classes have on ego-resilience and interpersonal skills of male middle school students. The demographics of this study consisted of students attending middle schools in the Ulsan area. The study contained two groups: the experimental group - students taking the class, - and the comparative group - students not taking the class.? The experimental group was required to attend class sixteen times. - Both groups were evaluated based on their ego-resilience and interpersonal skills before and after each class and as the groups compared to each other. By using SPSS 12.0, exploratory factor analysis, reliability analysis, and t-test were conducted for date analysis. After analyzing the data the following was concluded. : First the experimental group showed a meaningful difference statistically in ego-resilience and sub-factors like vitality, curiosity, emotion control, and optimism after classes. The comparative group did not show any difference in sub-factors. Second, the experimental group showed a notable statistical difference in sub-factors like vitality, emotion control, and optimism (but not in curiosity and ego-resilience) compared with the other group. Third, as for the change in interpersonal skills depending on taking the class or not, the experimental group had notable statistical differences in interpersonal skills and in sub-factors such as abilities to form formation of first relationship, self-disclosure, emotional support, and conflict management. However, the comparative group had no ifference in each sub-factor. Lastly, when comparing the two groups, the experimental group proved to have notable statistical differences in interpersonal skills and in sub-factors like making formation of first relationship, self-disclosure, emotional support, and conflict management.