중학생의 관점에서 본 체육소외 원인 탐색 = Causes of alienation in physical education from the perspectives of middle school students

국문 초록 (Abstract)

본 연구는 체육수업에서의 소외현상의 원인을 연구자나 교사의 관점이 아니라 중학생의 관점에서 이해하여 교사의 지도 및 수업의 질 제고에 도움이 될 수 있는 자료를 제공하는데 목적을 두었다. 연구목적을 달성하기 위하여 J시 지역 내 K중학교 1·2학년 각 3학급 총 178명을 대상으로 체육수업 소외 척도 조사를 실시하여 가장 높은 수준의 소외를 보인 남학생 7명, 여학생 9명 총16명을 연구 참여자로 선정하였다. 이들을 대상으로 4차례의 비구조화된 개인면담을 하였고, 면담의 소요 시간은 각 40분 정도였으며, 모든 면담내용은 녹음기를 이용하여 녹음하였다. 수집된 자료를 분석하기 위하여 질적 분석 프로그램인 Nvivo 8을 이용하였다. 분석결과 소외의 요인과 관련된 개념이 모두 284개가 도출되었다. 이들의 단계별 코딩과정을 거쳐 체육 소외원인의 요인으로 도출된 39개의 코딩은 2차 작업에서 13개, 3차 작업에서 8개, 그리고 최종 5개의 체육 소외원인의 요인으로 범주화 되었다. 체육수업 소외의 주된 원인은 수업내용으로 나타났으며 다음으로 교과관, 체육시설, 체육교사, 교우관계의 총 5가지 범주가 도출되었다. 학생의 관점에서 체육소외의 원인을 이해하려는 작은 노력이 체육수업의 개선에 조금이라도 도움이 되었으면 하는 것이 연구자의 바램이다.

다국어 초록 (Multilingual Abstract)

The purpose of this study was to gain an understanding of causes of alienation in the physical education(PE) setting from the perspectives of middle school students. Total 178 middle school students in J city were participated in a survey in order to identify alienated students using the PE alienation measurement scale. Sixteen students (7 boys and 9 girls) were selected as participants for this study. Four times of unstructured interviews were conducted individually. The length of each interviews was 40 minutes approximately. All interviews were executed in accordance with interview guide. Collected data were analyzed using Nvivo version 8 which is a qualitative data analysis system. Total 284 concepts were identified as alienation related. Those concepts were categorized by 39 after initial coding. After second coding they were categorized by 13, 8 after third coding, and 5 categories aftrer final coding. The major causes of alienation in PE were instructional contents, view of PE, facilities and equipment, teacher behavior, and peer relationships of the participants. The alienated themes of each categories were; boredom and repetitive for the instructional content, low-skill and playing time for view of PE, poor locker room and insufficient equipment for PE facilities, authoritative class atmosphere, disciplinary punishment, and outsider of the class for teacher behavior, and ridicule or criticism and isolation from peers or teacher for peer relationships category. The author wishes that this endeavor to understand the causes of students alienation could contribute to the improvement of PE class in the grade school.

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