스마트폰을 이용한 태권도 품새 교육프로그램의 응용 및 효과 분석 = Application of Smartphone based Taekwondo Poomsae Education Program and Its Effect Analysis

다국어 초록 (Multilingual Abstract)

This thesis aims at looking into the relationship between smartphone-used
education programs, education effects, repeated registration, and recommendation intention in Taekwondo studios to improve Taekwondo poomsae education effects, and to offer basic materials helpful to Taekwondo Studio Management strategy.
This thesis selected an exemplary group joining in Taekwondo studios at Kwangju in April 2011 who had experiences in smartphone-used poomsae education programs, drew a sample by Random Sampling Method, and performed a questionnaire survey by Self-Administrated Method. This thesis used the last materials, the materials of 196 respondents (98%) except 4 respondents' ones.
This thesis analyzed the materials with SPSS Win Ver. 17.0 Program and leaded to the conclusion as followings.
First, an analysis result of the difference in demo-sociological traits didn't show a significant difference in sex, training frequency, and training time, but showed a significant difference in grades, school scores, training periods, and the current grade (poom), centered on education effects and recommendation intention.
First of all, grades showed a significant difference in the factors such as play, education effects, and recommendation. The factor which showed a significant difference was '4th-5th graders' rather than 'middle school students' and 'high school students'.
School scores showed a significant difference in all of the factors, of which the participants who had a 'low' score had the lowest difference and who had an 'excellent' score had the highest difference.
Training period had a significant difference in recommendation intention. The participants who had an experience for 'shorter than one year' had the highest difference and who had an experience for 'longer than 3 years' had the lowest difference.
The current grade (poom) showed a significant difference in education effects and recommendation intention. '(Grade1-grade12)' holders had a higher difference than the participants holding higher-than 'poom2' or 'poom3'.
Second, in the relationship between smartphone-used poomsae education programs, education effects(play: t=4.454, p<.001/useful: t=10.650, p<.001), repeated register(play: t=2.247, p<.05/useful: t=2.898, p<.01), recommendation intention(play: t=5.398, p<.001/useful: t=3.155, p<.01), the play and use factors had a positive (+) effect statistically. As for relative effects, use factors had a great effect in education and repeated register, and play factors had a great effect in recommendation intention.
Third, in the relationship between education effects, repeated registration, and recommendation intention, education effects had a significant effect statistically on repeated registration(t=5.099, p<.001) and recommendation
(t=6.153, p<.001).
Fourth, in the relationship between repeated registration and recommendation, repeated registration had a significant effect statically on recommendation intention(t=8.831, p<.001).
In summary, participators in smartphone-used poomsae education had a significant difference in education effects and recommendation intention, especially low graders, and the participants who had excellent scores, who trained for a short period, and who held low poom.
This thesis analyzed that smartphone-used poomsae education programs had a positive relation between education effects, repeated registration, and recommendation intention and found out that smartphone-used poomsae education can attain effects such as necessity and meaningfulness in the aspect of education and management in Taekwondo studios, and that the program is helpful to education effects and marketing strategy.

목차 (Table of Contents)

• I. 서 론 1
• 1. 연구필요성 및 목적 1
• 2. 연구 모형 및 가설 4
• 3. 연구의 제한점 6
• 4. 용어의 정의 6
• Ⅱ. 이론적 배경 8
• 1. 태권도 8
• 2. 태권도의 유래 8
• 3. 태권도의 기술 9
• 4. 태권도 품새 10
• 5. 품새를 통한 교육프로그램 19
• 6. 품새 교육효과 20
• 7. 재등록 23
• 8. 추천의도 25
• Ⅲ. 실험 및 방법 27
• 1. 연구대상 및 표집 27
• 2. 실험절차 29
• 3. 기기설명 및 사용방법 29
• 4. 설문지 측정도구 36
• 5. 설문지의 신뢰도 및 타당도 37
• 6. 자료처리 방법 40
• Ⅳ. 연구결과 42
• 1. 인구사회학적특성에 따른 교육프로그램 및 교육효과, 재등록, 추천의도 차이 42
• 2. 품새 교육프로그램이 교육효과 및 재등록, 추천의도에 미치는 영향 51
• 3. 교육효과가 재등록 및 추천의도에 미치는 영향 55
• 4. 재등록이 추천의도에 미치는 영향 57
• Ⅴ. 결론 및 제언 58
• 1. 결론 58
• 2. 제언 60
• 참고문헌 61
• 부록(설문지) 67
• 감사의 글 72